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LEAPAnnual

Programme Management Report

World Vision <<Country>>

<<Name>> Programme<< insert period of reporting, FY, Month-Month>>

Template version 2.1: September 2013

GuidelinesFor completing and submitting

The LEAP mid-year and annual Programme Management Report

TimeframeAll programmes are required to produce a management report every six months. The reporting periods are 1st October to 31st March and 1st April to 30th September. The deadlines for uploading management reports to Horizon are 30th April and 15th

November. An extra seven days is allowed for translation of reports where necessary. In this case, the original language version should be uploaded to Horizon by the deadline. The translated version can be uploaded seven days later. Before uploading reports to Horizon. all implementing offices should complete the ‘General Review’ for each report, using the LEAP Review Tool.

There are two LEAP Programme Management report templates. One is the mid-year report, the other is the annual report.

The mid-year report covers the period October to March. It is much briefer than that annual report. It only focuses on the areas of the programme that are not going according to plan. It is only necessary to report on outputs and outcomes that are over or under achieved by more than 10%. If an output or outcome is being achieved according to plan, there is no need to report on it in the mid-year report. Please also discuss any lessons learned during the period and any recommended changes to programme plans for the next period.

The annual report covers the whole year, from October to September. It requires a full account of progress on all outcomes, lessons learned and recommended adjustments to plans.

Report TemplateThis template replaces the previous (Semi) Annual Programme Management Report template and guidelines. This template is designed to be used with all WV programmes and projects. This includes ADPs, private non-sponsorship and grant funded projects. If a programme or a project has a specific report format that is an agreed contractual requirement of a donor, then that donor format should be used in place of this format.

Report ContentUse the narrative section of this report to explain how the programme is progressing towards its goal and outcomes. Show what learning has taken place throughout implementation, and the recommendations that come from that learning. If it is necessary to make any changes to the programme plan, those recommended changes and the reasons for them should be explained in this report.

The narrative section of this report does not require any information on completion of activities. These should be described in the Indicator Tracking Table (ITT) and the logframe financial report.

Please attach a copy of the updated ITT, and ensure that the combined core logframe financial report is uploaded to the financial reporting database.

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i. Table of ContentsPart A: Programme report................................................................41 Programme profile.....................................................................42 Programme progress.................................................................53 Programme reflection and learning...........................................74 Integration...............................................................................10Part B: Project reports...................................................................121 Project profile..........................................................................122 Project progress......................................................................13

Guidance Note:The page numbers in the Table of Contents can be filled in automatically. Just right click the table of contents and choose ‘update field’ and select ‘update page numbers only’. The page numbers should then be updated automatically.

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ii. List of AcronymsA&D Assessment and DesignADP Area Development ProgrammeDME Design, Monitoring and EvaluationINGO International Non Governmental OrganizationITT Indicator Tracking TableLEAP Learning through Evaluation with Accountability and PlanningMDG Millennium Development GoalsPAR Participatory Action ResearchPBAS Partnership Budget and Actual SystemRC Registered ChildrenSWOT Strengths, Weaknesses, Opportunities, ThreatsWV World Vision

Guidance Note:Please complete this table with a full list of all acronyms used in the report.

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Part A: Programme report 1 Programme profile Programme nameProgramme numberProgramme goalProgramme outcomes

#1 (project goal) #2

#3#4#5

Programme phase start date Programme phase end dateReporting periodBudget for this periodActual spend for this periodProgramme contact person, phone and email


2 Programme progress2.1Progress towards programme goal

Guidance Note: Maximum 1 side Give a brief summary of any progress that the programme is making towards its goal. This must be based on evidence that is available through the normal monitoring process.

The programme goal should indicate how the programme will contribute towards sustained improvements in child well-being. This section must clearly show any progress that the programme is making towards sustained improvements in child well-being. Progress towards the programme goal may not be evident in the first year of a programme. In the following years it should be possible to say how the projects are contributing towards the programme goal.

Monitoring information does not always show progress towards programme goal. Monitoring is more focused on achievement of activities and outputs. However, it is Example from Kenya:

The programme is gradually realising its goal. It is making a contribution to the child well-being aspirations; children enjoy good heath, children are educated for life and children are cared for, protected and participating. This can be seen by a) more children are now accessing quality education b) the community are accessing clean and potable water at appropriate distances and c) the lives of children living with HIV and AIDS (PLWHA), and orphans and vulnerable children (OVC) have improved because they have greater access to income generating activities and school fee subsidies. The extent of the progress towards the programme goal will be ascertained during the end of phase evaluation.

To ensure that the prevalence of water borne diseases is reduced, the programme facilitated 650 HHs and 952 pupils in 3 schools to access clean and potable water. The programme also partnered with the Ministry of Public Health and Sanitation in the training of a community health committee. It is anticipated that incidences of water washed, water based and water borne diseases will drastically reduce in the area hence health well being of the children will be assured in the long-term.

In the pursuit of mitigating the socio economic impact of HIV and AIDS, the programme promoted value based and age appropriate life skills targeting, students and community members. As a result of this, incidences of child drop out was reduced significantly in the schools within the program area. No child dropped out of school as a result of teenage pregnancy or any other cause during the reporting period. The quality of lives of the PLWHAs has also improved as a result of the home and community based care (HCBC) services supported by the program. PLWHA groups have networked with other partners as a result of capacity building and networking skills gained during the training. This enabled them access funds from other sources.

The programme, together with the community and Ministry of Education contributed to improved enrolment for school age children. The ratio of students to desks has reduced from 1:5 to 1:3. To help children to join school at the right


2.2 Illustration of progressGuidance Note: Maximum 1 side Share a brief story that illustrates how the programme is helping to improve this situation for children and communities in the programme area. This story should show how children or households are benefitting from project activities. This should not include direct benefits from sponsors such as Gift Notifications. The stories are very useful for support office marketing departments to share with supporters. If the programme is using Most Significant Change (MSC), or some other form of Example from Sri Lanka:

“I was facing an uphill battle in my life journey but not anymore…..” the lady started sharing her story. She continued “I am a mother of three children; the house we lived-in before 10 months back, was a mud house consisted of a room and the kitchen. With the heavy rains fell in last February, the whole house fell apart and our lives too fell apart with it”. Her family lived more than two months without a proper house and it was the most troublesome time they faced in their lives. “We built a hut covered with polyethylene. There were times we could not sleep and it was real life sufferings. The children could not be sent to school properly and they weren’t fed well either, more than anything the psychological stress we underwent was severe.” “The sleepless nights were long, but it was the time I could clearly think of what happened and what should be done. I dreamt of building a new house for my little kids, I was helpless but not hopeless”.During this period World Vision started the Disaster Project in the area, and this lady’s family members were involved. This is a participatory project in which WV provide cement and roofing tiles and people find other necessary items and labour which is needed for the construction of houses. 87 houses have been built during this disaster recovery period in the area.The lady continued her story “I was delighted…. me and my husband reached for bricks, sand and other items needed to build a house, and village people also helped in building a house. More than anything it was the assistance and motivation that we got from WV that proved to be the strength of our success.”“Today, when I see my children living happily under this roof, the feeling I get cannot be explained…”In the meantime she joined the home gardening programme of WV and started a home garden herself. “My husband despite of his work helps me in this task and children also help me coming after school. The unity of the family has developed and the hope to be more successful rise day by day.”Now this family doesn’t buy vegetables, eggs from shops, instead they are able to sell items to fellow villagers and also in the village market. She says, the expenditure of the family has decreased by half and the


3 Programme reflection and learning3.1Programme reflection and learning events

Guidance Note: Maximum 5 events Describe 3 to 5 of the most useful reflection and learning events that have occurred in the programme over the reporting period. Reflection events are times when individuals or groups involved in the programme get together to reflect on any issues related to implementation and to decide if the programme plans need to be improved. This could include regular programme team meetings, review and planning sessions with partners, children or communities, or events where the programme has shared learning with other agencies. This list should not include training events. Please do not list staff or community training events in this table.

For each event, say who was involved and the purpose of the event.Example: [NOTE for translators: table columns changed]

Event Name Who was involved

What was the purpose

Bi-monthly programme meetings

All programme staff Review progress towards achievement of the programme goal. Monitor implementation of interventions and achievement of outputs. Ensure appropriate budget utilisation and check adherence to financial procedures. Sharing of STEP management reports and follow up of RC.Discuss any adjustments to program plans.

Quarterly programme review meetings

All programme staff CBO Members Programme planning committee members

Review last periods achievements in all sectors:Who was involved, who contributed, what was achieved, what challenges were faced.Make plans for the next period.

Water Stakeholders Forum

Community leadersWater User Association membersWV water project staff

Review community participation in water project decision making.Plan next periods activities, budget and contributions for each group.

World AIDS day Local and national health ministries, schools, programme staff

Review progress made over the year on HIV and AIDS. Planning the way forward for next year.

The two examples below are NOT reflection and learning events, because they do not include opportunities to reflect on implementation issues and adjust programme plans. Please do not include this kind of awareness or training event in the list of learning events.Peace building and conflict resolution training

Local peace committee, provincial

Sensitisation and training on peace building and conflict management


Table: Top 5 programme reflection and learning events:Event Name Who was involved What was the purpose

3.2Lessons learnedGuidance Note: Maximum 1 side What important lessons about programme implementation have been learned during this period? Many lessons will have been learned about many topics. In this section, please focus on lessons about implementation, lessons that can help the programme to improve the effectiveness of the programme. For example, this could include project implementation, programme management, finance management, sustainability or other issues.

Lessons can come from the learning events listed above, or they can come from more informal sources. If the programme does not conduct regular reflection and learning events, then now is a good time to start.

Please use a numbered list so that the learning can be easily linked to the recommended improvements table.

rttbExample:

1. The programme has been working in the area for a while. However, persons with disabilities continue to be marginalised and isolated by communities, especially in terms of decision making for development projects. However, we have learned that the people with disabilities are able to make good contributions to project planning and implementation. As we partner more with these groups, it creates great new opportunities for continued awareness and sensitization.

2. While health status indirectly contributes to improved academic performance, there are other direct contributors to academic performance which the programme needs to address. The Programme Design Document (PDD) was revised to accommodate some of these key areas such as parental involvement, teacher training and pupils’ guidance and counselling.

3. There is need to continue building community awareness of sponsorship, especially to help the community understand the new concept of shared benefit. Our preliminary awareness creation activities did not give community and leaders enough time to understand the changes in the new sponsorship approach.

1.Programme Management Report

2.3.

3.3Recommended improvementsGuidance Note: Maximum 1 side Will any of the learning mentioned above have an impact on the future plans of the programme? If changes are necessary to any aspect of the programme plan (logframe, DIP, targets, budget and more), then please mention it here. Changes to programme plans should not be made without adequate discussion with partners, communities and donors.

All proposed adjustments to project plans and budgets should be listed in this section. They do not need to be repeated in the project reports.

Please make sure that each recommended improvement is linked to a lesson Example:

Project Name

Outcome or output number

Recommended Improvement

Lesson No.

Education 5.3 Work with more disabled individuals and groups in planning education projects.

1

Education 5.4 changed to: Improved Community capacity to reward, motivate and support teachers and pupils. We will add activities for this improved output.

2

Sponsorship 4.2 Increase the number of community awareness events to promote shared benefits.

3

Health 3.2.2 Measuring improvements in awareness will be measured after 3 months, not at the end of the training course. The M&E

4

Table: List of recommended improvements:Project Name Outcome or

output number

Recommended Improvement

Lesson No.


4 Integration4.1Focus on the most vulnerable

Guidance Note: Maximum ½ side Describe any steps the programme has taken during this reporting period to:

promote meaningful participation of vulnerable groups in the programme respond to the priorities and needs of the most vulnerable groups.

What successes and challenges has the programme faced during this reporting period in trying to increase the focus on the most vulnerable?

How has the programme responded to these issues?rttb

Example from Sri Lanka:

The ADP was highly focused on inclusion of the most vulnerable groups since the beginning of the year. Through many discussions, reflections and trainings it became obvious that a considerable number of the poorest of the poor and marginalised people (for example, those that have no land, casual labourers, the socially excluded, those with low education, those facing gender discrimination or domestic violence) have been left out of the WV programme.

As a result, the programme and the community went through a process to identify the most vulnerable families and to understand their situations. This involved family visits for befriending, to get understanding, and rebuilding of broken relationships. This process may seem to be time consuming but this is type of slow and solid process which is the needed, as the target group requires much time to really understand their condition, and to motivate them to see their potential.

Based on this investigation, the ADP conducted a ‘Disability Screening’ together with partners who work for the people with disabilities in the area. The core objectives of the screening were diagnosing the disability situation and identify the real treatment and/or assistance for them. The showed the real picture of the drastically marginalized people living with special needs.

It is a truth that even the government has committed to equal opportunities for all citizens including people with disabilities, but still


4.2Working effectively with partnersGuidance Note: Maximum ½ side What successes and challenges has the programme faced during this reporting period in working effectively with partners and other stakeholders?

How has the programme responded to these issues?rttb

Example from El Salvador:

The programme has experienced some challenges in working collaboratively with local partners. This is because of the bi-partisan political context. Despite these obstacles, the programme has been able to establish relationships with several local partners from the local area, such as the health department, city hall, churches, community development associations, school boards, national police and courts. All of these partners are committed in different ways to improve children´s well-being. These relationships create synergy which allows all agencies to be more efficient and effective. A clear example of working with partners it is the creation of inter-sectoral coordination committees with different institutions. These committees dialogue, negotiate and take decisions on activities in their

4.3 Integration of child sponsorship (only in sponsorship funded programmes.)

Guidance Note: Maximum ½ side What successes and challenges has the programme faced during this reporting period in integrating child sponsorship into the programme? Useful questions to ask can include:

How are sponsorship activities integrated into the plans of the other projects?

How is sponsorship contributing to the development outcomes of the programme?

How is sponsorship helping the programme to focus on the most vulnerable? How is sponsorship monitoring data used to improve programme

Example from Sri Lanka:

All the programme coordinators of Health, Education and Economic now participate in sponsorship activities such as APR, photo taking and child monitoring activities. This has enabled all the coordinators to have a better understanding about sponsorship and it has increased their capacity to work effectively with children. Also during this period, the ADP staff has been given training on Sponsorship Standards.

Registered children who are under weight have been responded to by the health project nutrition interventions. Participation of all children, including RC, in health nutrition activities are measured through the Health Development Project. Percentage of RC age 3-5 enrolled in pre-school education and percentage of RC age 6-11


4.4 Integration of Advocacy in to the programmeGuidance Note: This information will be used in calculating the National Office’s contribution to the Partnership Overarching Goal of contributing to the wellbeing of 150m children and also used to calculate the National Office’s rating for the GNOD.

There are two key areas to provide information on: advocacy by the community; and, changes to implementation of Government policy where World Vision and the community contributed to the process which led to

the improvement.Question 1: Has the Programme enabled the community to undertake any advocacy activities in this FY?

Yes / No (please delete as appropriate)

Guidance Note: If No, proceed to Question 2;If Yes, please use table 3.1 to describe the activities carried out by the community. In the first column, enter the Programme PBAS number;In the middle column of the table below:

a) Please briefly describe what advocacy activities the community has undertaken and the results achieved. This could be in any sectoral project, and not just in the ‘advocacy project’;

b) Please include a note if an advocacy Project Model was used, ie Citizen Voice and Action (CVA) or Child Protection and Advocacy (CPA). If another advocacy project model was used, please state the model used;

c) Do not include raising awareness where the goal is for people to be informed; this does not count as an advocacy action as there is no plan to support people to advocate to Government with that new knowledge. Examples would include making caps and T-shirts, printing banners and posters and holding a training session on child rights if there is no plan to take this further;

d) Please include a note of which WV campaign or issue this activity was supporting, eg Child Health Now, Education, Anti-trafficking, etc.;

e) Only include details of activity where the community, supported by World Vision, are advocating.In the last column, simply enter ‘yes’ or ‘no’ to answer the question.


Example

PBAS Programme Number19 (five digits)

Brief Description of advocacy activity20,

where the community are advocating (specifically mention any tools used such as CVA, CPA, etc.)

Is this activity is part of the Child Health Now campaign11? (yes or no)

12345 CVA - communities used it to advocate for better staffing in schools to meet pupil/teacher ratio targets set by government

No

CVA for improved health services for under-5s as part of nation-wide World Bank Grant programme

Yes

Local farmer's group supported to engage with local government to request increased number of agricultural extension workers

No

Table 4.1: Community advocacy activitiesPBAS Programme Number19 (five digits)

Brief Description of advocacy activity where the community are advocating20 (specifically mention any tools used such as CVA, CPA, etc.)

Is this activity part of the Child Health Now campaign11? (yes or no)

Programme Management Report Page 2

Question 2: Has World Vision’s advocacy efforts in the programme area contributed to an existing Government policy or budget being implemented better than previously by the government?

Yes / No (please delete as appropriate)


Guidance Note: If No, proceed to next section.If Yes, please provide details of the changes and which children are affected based on the following notes, which relate to the numbers in the table below.

3. Improved implementation of existing Government policy or budgeta) This refers to situations where a policy or budget promise already exists, but where advocacy has been necessary to make the

Government implement the policy (or spend the budget) – and implementation of the policy or budget spending (by Government) has started in FY13;

b) If you have already included a policy or budget under the ‘Passing of new Government policy or budget’ section (above), then only include it here as well if you have had to undertake a new and additional advocacy initiative in order to ensure that it is implemented;

c) New (or improved) implementation may be at local, provincial, and/or national levels and may be made as a result of advocacy activities at these levels and/or at regional and global levels. For example advocacy may be needed to ensure the district government sets up the Child Protection committees which are enshrined in national law;

d) Do not include WV actions in place of government. For example if there is a right to healthcare, then WV building clinics and providing health services does not mean that the government policy is being implemented; the government should be setting up and running the services.

4. What was WV’s contribution?a) Note that, consistent with WV’s general approach to M&E, we are counting contribution and not attribution;b) Describe why WV’s contribution was significant, i.e. why it is credible for us to ‘count’ this;c) If the work was done in coalition, please specify this and include here the names of the other organisations (or, if there were many

members, the names of the leading players) in that coalition. Also state WV’s role in the coalition;d) If the work was done with other WV offices, please specify which ones;e) If the work was done as part of a specific WV campaign (e.g. Child Health Now or a national or regional campaign), please make

this clear.

5. Which children are reached?a) Description of the beneficiary group (e.g. by demographic, geography, issue): please be as detailed as possible;b) Please consider children inside and outside or WV programming areas as they would still benefit from the new policy regardless of

whether WV is working there.c) This definition will be used as the basis for calculating the number of children reached (see Note 8 below), so it is very important

that it is well thought through and at a sufficient level of detail. For example, take care before making claims that all children in a particular age group are reached by a policy change; it is likely that some children in your country will be protected from many dangers and issues because they come from relatively rich families.

6. In what ways are they reached?


Guidance Note:

8. How many children are reached?a) We have pre-filled the tool with the number of children and number of vulnerable children in your country;b) Please note we are counting children only (e.g. not mothers). Please disaggregate between children and vulnerable children;c) For the purposes of this metric, please consider vulnerable children as children to whom we can apply at least one of the 4

dimensions of vulnerability (poverty, violence/exploitation, discrimination, vulnerability to natural disasters) which are used by WV;d) Please consider children inside and outside or WV programming areas as they would still benefit from the new policy

regardless of whether WV is working there.e) In the case of a budget increase, if the number of children who will be reached is not known, then use approximate costs to

determine the number of children: For example, $7.5million for vaccines @ $1.50 per vaccine would reach 5m children. Alternatively use the previous budget

with the previous number of children reached to estimate the new figure. For example, the budget is increase to ensure more children can be reached. Previously, $200m for healthcare provided

care to 10m children. This is equivalent to $20 each. A new budget of $300m children will therefore reach around 15m children;

f) If the budget increase is to provide a better service, then all the children will benefit:For example, previously, $200m for healthcare provided care to 10m children. This is now being increased to $300m to provide a wider range of services to the same 10m children. Therefore 10m children will benefit from this budget increase;

9. How were these numbers calculated?a) Typically, the numbers for a policy change/implementation would be calculated by using secondary data sources to identify the

current population numbers for those children defined under the ‘Which children are reached?’ part of the form (see (5) above);b) Wherever possible, WV utilizes secondary data sources that have been acknowledged by international organizations and are

regarded by professionals as the most valid and reliable data sources for data in the humanitarian sector. These include, but are not limited to, the World Health Organization, UNICEF, and the other UN agencies. If in doubt as to what source to use, please check with your DM&E, strategy, and/or advocacy lead;

c) Numbers for a budget change/implementation could be calculated by estimating the total cost per child of the intervention the budget is targeting (e.g. immunizations, free school meals) and then dividing this into the total budget amount.

10. Could these children overlap with those reached by another policy change this year?a) It is important to understand that the total number of children reached is not simply the sum of the children reached by each policy

change or implementation. Please therefore highlight whether the children reached through a particular policy are also likely to be reached by other policy or budget changes;

b) For example, if the first line is an education policy which impacts children with disabilities and the second line is a health policy which impacts all vulnerable children then in the first line (education policy line) you would write that these children will also be reached through the health policy. For further examples of how to do this, see the example reporting spreadsheet.


Table 4.2: Advocacy contributions to Government policy or budget change.Please provide details of the existing Government policy or budget3 that has been affected

At what level is new (or amended) policy coming in to force? National,

What was WV’s contribution?4

Which children are reached?5

In what ways will children benefit from this improved implementation of government policy or

In which country do those children live7?

How many children are reached in total?8

How were these numbers calculated?9

Could these children overlap with those reached by another policy

Is this activity part of the Child Health Now campaign11? (yes


Example from fictional country of Tupaya

Please provide details of the existing Government policy or budget3 that has been affected

At what level is new (or amended) policy coming in to force? National, provincial, district, local, etc?

What was WV’s contribution?4

Which children are reached?5

In what ways will children benefit from this improved implementation of government policy or budget?6

In which country do those children live7?

How many children are reached in total?8

How were these numbers calculated?9

Could these children overlap with those reached by another policy change/ implementation stated here?10 Please state which one.

Is this activity part of the Child Health Now campaign11? (yes or no)

Government targets for pupil/teacher ratios reached

District level

Supported CVA activity to hold local authorities accountable for achieving

All school-age children in the district

Improved quality of education

Tupaya 82324 District school statistics

No No

provincial, district, local, etc?

budget?6 change/ implementation stated here?10 Please state which one.

or no)


Part B: Project reports Guidance Note:

Please complete one Project Report for each of the projects within the programme.rttb

World Vision <<Country>> <<Name>> Programme

<<Name>> Project<< insert period of reporting, FY, Month-Month>>

5 Project profile Guidance Note:

Programme number 5 digit programme numberProject number 6 digit project numberProject location(s) Where is the project located, province, district,

villagesTarget population What kind of population does the project work

with? This could be ethnic groups, interest groups, gender groups etc.

Direct participants - total

Total number of people that the project works directly with, over the life of the project.

Direct participants - girls

Number of male children that the project works directly with over the life of the project.

Direct participants - boys

Number of female children the project works directly with over the life of the project.

Direct participants - women

Number of male adults that the project works directly with over the life of the project.

Direct participants - men

Number of female adults that the project works directly with over the life of the project.

Project start dateProject end date Projected end date of the projectBudget for this periodActual spend for this periodProject contact person, phone and email address

Programme numberProject numberProject location(s)


Target populationDirect participants - totalDirect participants - girlsDirect participants - boys Direct participants - womenDirect participants - menProject start dateProject end dateBudget for this periodActual spend for this periodProject contact person, phone and email address

6 Project progress6.1Progress towards project goal

Guidance Note: Maximum 1 side Please give details of how the project is making progress towards achieving the project goal. If any outcomes are being achieved, how are these contributing towards the achievement of the project goal?

Please describe any progress towards improved child well-being that is being achieved by this project.Example from Albania:

During this reporting period, the project has made good progress towards its goal, and to achieving the child well-being outcomes: ‘children access and complete basic education’ and ‘children read, write and use numeracy skills.’

This project is especially focused on education quality. We have improved the quality of education and helped to create a friendly environment at school for the children. The project has also cared for and supported 180 of the most vulnerable children, provided night classes to 300 children and supported 250 children who are at risk of drop out school. In addition, we have established a network to support children with disabilities and their families. They are now beginning to integrate better into their communities.

At school, we helped teachers to improve their teaching methods. The


6.2Progress towards outcomes and outputsGuidance Note:Please give details of how the project is making progress towards achieving outcomes and outputs.

List all the project outcomes. For each outcome list its targets. Then briefly describe any progress that has been made towards each of the outcome targets during this reporting period.

List all the outputs under each outcome. For each output, list its targets. Make sure that the outcome and output numbers are consistent with what is written in the design document and in the logframe and ITT.

For each output, briefly describe any progress that has been made towards each of the output targets during this reporting period.

If an output has been completed during a previous reporting period, then you can just write ‘completed’.

If an output has been under achieved or over achieved by more than 10% during this reporting period, compared with the project plans, then please give an explanation of why this variance occurred. Do not repeat the variance explanation written in the ITT. Use this section to give more information on what is written in the ITT, or to explain variances that are difficult to describe within the ITT, such as qualitative indicators.

Example from Ethiopia:

For this reporting period:Outcome #1: Increase agricultural production of households of

seven primary focus areas.Outcome target: At least 50% of households report increased

household income.Outcome progress: As a result of project activities, skills and access

to improved farm inputs and technology increased in the community by 15% and crop diversification by 5% which helps to achieve projects goal. (Sources: Agricultural and Rural development office.)The project conducted irrigation feasibility study, created access to apiculture and improved seed and seedlings, conducted community trainings on agricultural productions.

Output 1.1 Modern beehives, training and ongoing support provided to selected households.

Output target: 22 households receive materials and training and support.

Output progress: 19 households received one beehive, two training sessions and one follow up mentoring visit.

Explanation of variance: This output was underachieved by 14%. This is because 3 of the farmers who at first wanted


Outcome #1: Outcome target:Outcome progress:

Explanation of variance:

Output 1.1:Output target:Output progress:




Outcome #2: Outcome target:Outcome progress:




6.3 Indicator Tracking TableGuidance Note:Please complete the Indicator Tracking Table contained within the PDD Appendix Tool, and upload this to Horizon.

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6.4Budget Narrative ReportGuidance Note:Please use the Combined Logframe Project Financial Report template to show the project expenditure during this period. The report can be downloaded from the LEAP Library on Horizon – click HERE

Any variance of more than 10% should be explained within this tool. Please ensure this financial report is completed and uploaded to the financial reporting database.

If there are any significant finance issues that are not mentioned in the Project Financial Report, you can discuss these here.

Projected under-spend and carry forwardsIf the project budget is projected to be under-spent or over-spent at the end of the current financial year then please discuss the amounts projected, and the main

6.4.1 Major financial issues

6.4.2 Projected under-spend or carry forwards

6.5 Integration of cross cutting themesGuidance Note: Maximum ½ side Describe any steps the project has taken during this reporting period to integrate relevant cross cutting themes into the project plans. There is no need to comment on all cross-cutting themes, just those that are most relevant to the programme, and that have been addressed in some practical way during this reporting period.

Cross cutting-themes include: Gender: How have the different perspectives and priorities of male and

female been considered? How has the programme affected males and females differently?

Environment: How has the programme responded to environmental issues? Has the programme had a positive or negative effect on the physical environment?

Protection: How has the programme worked to protect the rights safety and dignity of vulnerable groups?

Peace building: How has the programme built positive relationships within the community, either solving or mitigating social conflict?

Disability: How have the perspectives and priorities of the disabled been included in programme plans? Has the programme affected disabled people in a positive or negative way?

Sustainability: What progress has been made towards sustainability? How will the outcomes of the programme be sustained beyond WV’s involvement?

Christian: How does the programme integrate and demonstrate WV’s Christian identity?

What successes and challenges has the programme faced during this reporting period


https://www.wvpmis.org/Lists/DocumentTemplates/Forms/By%20Group.aspx

Guidance Note:Now remove the guidance notes from this report.

The people reading your report will not need to see all the guidance notes. And, if you remove the guidance notes, it will make the document shorter. Once you have finished writing the report, you can remove all the guidance notes by clicking on the button below.

When you have removed the guidance notes, you should save the document with a new name.You will also need to check the layout of the document. It is very likely that the paragraph and page layout will change once you remove the guidance notes, so you may need to check this and make any adjustments necessary to improve the document layout.

If the button does not work, there are two easy solutions:

1. Change the security settings in Microsoft Word. From the menu bar in Word, choose ‘Tools’, then ‘Options’. In the box, choose the ‘Security’ tab. At the bottom right of the tab, choose ‘Macro Security’. Set the ‘Security Level’ to ‘Low’.

2. The document is in ‘design mode’ and this can be easily turned off From the menu bar in Word, choose ‘View’, then ‘Toolbars’. Select ‘Control Box’. In the top right corner of the ‘Control Box’ toolbar is an icon for ‘Design Mode’. Make sure this icon is not highlighted.

Once you have made these two changes, you will need to close the word document and open it again.

Then the button should work! Let us know if you have any problems.We don’t want to live with the assumption that this is a great idea, when in reality it does not work for most people.

If you have any comments or suggestions for this report template, please contact:[email protected].

Thanks! rttb


Click Here to Remove Guidance Notes from this Report

mailto:[email protected]

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