/

SOCIAL WELFARE PROJECT PROGRAM DEVELOPMENT

a nd MANAGEMENT

DR . LOVELEIH G. QUEMADO, RSW, MSSW

 C ourse Description

 Concepts, perspectives, processes, and tools for

d ir nt development and management of
e e

social welfare projects in the context of

institutions, communities, and/or peoples9
organizations in which social work operates.
 C ourse Requirements

1. Paper on the comparative capsules of the di erent perspectives

2. Written re ection papers
3. Community map
4. Written analysis of cases
5. Gender responsive project proposal
6. Documentation of the Process and activities of projects
conduc ted
xpectations...
E

E xpectation 1 E xpectation2 E xpectation3

To review Project To review Lo gical o be able to draft a project
T
v lopment and
De e r mework in Project
F a development proposal
Management concept P roposal Making
.
I WHY WE DO PROGRAMS AND

PROJECTS ?
A I . mpo ance of doing a program and a projec t

•We need projec ts becaus e people have dreams ,

aspirations , visions and strat eg i es . T h
ey dare to

dream and projec ts make this possible.

•Development is a basic human right.

 N owa d a ys , in d e v e lopm e nt work , th e
poor are no longer considered receivers,
b e n e f ic i a ri e s , r e spon d e nts or a t th e

p e riph e r yo f th e h e lpin g a n d c h a n g e
pro c e ss e s . T he y a r e now c onsi d e r e d
p a r tn e rs ba s ed on th e be lief th a t th e y
Re member have strengths, resources, talents, ideas,
manpower and insights to contribute to
the development process. T his attitude is
v e r y i m p o r ta n t f o r d e v e l o p m e n t
impl e m e nt e rs to a cce pt a n d a d opt to
s u s t a i n t h e p ro c e s s o f a u t h e n t i c
pa icipato development.
 Acc ording to World Health Organization (WHO)

 <Community pa icipation can be loosely de ned as the

involvement of people in projects to solve their problems.
 People cannot be forced to 8pa icipate9 in projec ts which
a t their lives but should be given the oppo unity where
ec
possible.
 is is held to be a basic human right and a fundamental
principle of democracy.
 =T he re di f fe re nt l e ve ls o f pa r tic ipa tion in
C ommunity D e v e lopm e nt b ut th e most

e mpow e rin g is th e l e v e l wh e r e p e opl e

Re member make the decisions, have control over the

resources and able to achieve their dreams.
C ommunity p a r tic ip a tion or
involvem ent can take place in
any of the following ac tivities:

•Needs assessment
•Planning
•Mobilizing
•T raining
•Implementing
•Monitoring
•Evaluation
W hat is the di erence
between a program and

a projec t?

•Program
•Project
PROGRAM is ...
•a c o l l e c t i o n o f p ro j e c t s w i t h a l a r g e r
d e v e lopm e nt purpos e th a n a n in d ivi d u a l

project.
•a por tfolio comprised of multiple projects that
are managed and coordinated as one unit with

the objec tive of ac hie ving ( of te n intangible )

outcomes and bene ts for the organization.
PROJECT is ...
•An organization of people and re source s over
time.
•Use to bring about planned change by the end
of the project period.
•For the bene t of a de ned target group.
•An inte ention to meet a need or to overcome
a problem
Program management is ...

• the centralized coordinated management of a

pro g r a m to a c hi e v e th e pro g r a m 9 s str a t e g i c
objectives and bene ts.

• Projec ts within a program are related through

the common outcome or collective capability.
roject Management is ...
P

•P roj e c t m a n a g e m e nt is th e a ppli c a tion o f

knowl e d g e , skills , tools , a n d t e c hniqu e s to
p ro j e c t a c t i v i t i e s t o m e e t t h e p ro j e c t
requirements.
•To execute projec ts ef fec tively and ef ficiently
and meet the projec t requirements.
 A DEVELOPMENT PROJECT

is a package of inputs, activities and outputs

designed to achieve a set of objec tives within a

given timeframe to bene t the poor.

 t us review the community development cycle to get a clearer
Le
grasp of where projec ts can come in within the large scope of
community development .
 S ustainability

P otential for continuation of project bene ts

even after the termination of the projec t .

pacity of target groups to continue to practice

Ca

and apply what they have learned from the

projects even without continued inte entions.

 l ments of Project Development
E e

•Pa icipation, involvement, empowerment

•Financially Su cient
•Culturally and spiritually appropriate
•Socially just
•Activities 3 sets of related tasks needed to
produce the outputs
NEEDS ASSESSMENT
NEEDS ASSESSMENT

•A needs assessment is a systematic process that examines what

criteria must be met in order to reach a desired outcome.

•A needs assessment provides community with a snapshot of local

policy, systems, and environmental change strategies currently in
place and helps to identify areas for improvement.
•A n e e d s a ss e ssm e nt h e lps you de t e rmin e wh a t n e e d s to be
accomplished to reach your projec t goals.
NEEDS ASSESSMENT

•W h a t is th e most impor ta nt c onsi de ra tion in n eed s

assessment?

•A c ommunity health needs assessment ser ves as the

sta ing point to address a rural community's needs.
•A c ommunity hea lth a ssessment gives orga niza tions
c ompr e h e nsiv e in f orm a tion a b out th e c ommunity ' s
current health status, needs, and issues
 Purpose of a community needs assessment?

A c ommunity needs assessment identi es the strengths

and resources available in the community to meet the

needs of children, youth, and families.

It focuses on the capabilities of the community including

its citizens, agencies and organizations.

 C ommunity Needs Assessment Steps
t p 1: P lan for a c ommunity needs ass essm ent . Identify and ass em ble a divers e
S e

community team

•De ne Your Community

Step 2: Conduc t the needs assessment

•Identify Your Assets

•Collec t Community Data
Step 3: Review and rate the data

•Compile a Community Needs Assessment Repo

Step 4: Record and review consolidated data

•Review the result

Step 5: Develop a community ac tion plan

•Create an Ac tion Plan

W hat information can we gain from a needs assessment?

 needs assessment can help identify

A

current conditions and desired se ices or

outcomes.

 It can identify the strengths of a program

a nd the challenges faced in meeting the
se ice needs of those se ed.
A ssignment

De e v lop a Needs Assessment Tool for your chosen community

ou may look for some sample from literature or be inspired by

Y

SWDI tool by DSWD

 PARTICIPATORY APPROACHES TO

PROJECT MANAGEMENT

You have been introduced to the rudiments of program and project

management.
Now, we will explore the critical if not the most impo ant step in

project design which is situational analysis or problem identi cation

that includes invento of resources.
 PARTICIPATORY APPROACHES TO

PROJECT MANAGEMENT

the situation and problems are not well de ned, for sure, the project
If

will be failure as it will not address the authentic problem and its root
causes.

in, it is emphasized that the process should be pa icipato .

Aga
PARTICIPATORY TOOLS IN COMMUNITY DEVELOPMENT

A . Problem/Preference Ranking
B. Ten (10) Seed Technique (TST)

C. Problem Tree Analysis

D. Community Mapping

E. Social Diagram

F. Fish Bone Analysis

G . S.W.O.T Analysis

H. Ca esianGraph

I. Stakeholder Analysis using Venn Diagram

J. Transec t Mapping

K. Appreciative Inqui
Ta sks:
1. Form a dyad
2. Pick a number from one to eleven
Ta sks:

3. Look for the meaning of the identi ed tool and describe, de ne,
discuss the tool

4. Give concrete examples on how the tool is used

5. Send your assignment to the GC not later than Februa 12, 2024
 t is a pa icipato technique that:
I

 a llows a n a lyzin g a n d i d e nti f yin g pro b l e ms or

preferences stakeholder share to implement adequate
A . roblem/Preference
P
improvements and solutions in their community and
Ra nking area.

 th e st a ke hol de rs must dec i de i f whi c h is th e most

priority problems they face in their community
 the pa icipants must rank these
problems/preferences according to priority
 the result of this method provides the star ting base
for d is c ussions on possi b l e solutions to th e priority

problems.
How Do You Conduct a Problem/Preference Ranking?
Choose the theme of the ranking, depending on the area of investi gation.

•Ask the par ticipants to selec t about six of the most impor tant problems or alternatives related to the
theme.
•Note down each of the six problems/preferences on a separate card 4 use pictures or symbols instead
of text , where possible.
•Place two of the cards in front of the inter viewee and ask him or her to choose the bigger problem and
to give reasons for the choice. Mark down the response in the appropriate box in the priority-ranking
matrix.
•A preference matrix has two identical lists of problems or alternatives, one across the top (x-axis) and
the other down the left side (y- axis). Each open box or cell in the matrix represents a paired comparison
of two items or alternatives (Refer to Appendix A).
•Present a di erent pair and repeat the comparison.
•Repeat until all possible combinations have been considered.
•List the problems in the order in which the • inte iewee has ranked them by so ing the cards in order
of priority.
•C h eck with th e inter viewee wh eth er a ny • impor ta nt problems h a ve been omitted from th e list . If
there are any, place them in the appropriate position in the ranking.
•Repeat the pairwise-ranking exercise with other individuals and tabulate their responses (Appendix B).
•If a ppropri a t e , use th e ra nkin g to begin a • discussion about pot e nti a l solutions to th e priority
problems.
 he 10 s e e d t e c hniqu e is a mo d i f ie d
.
B Ten (10) Seed T

Pa icipato Learning and Ac tion (PLA) tool

Technique (TST)
that is extremely versatile because it lends
itself to easy modi cation.
H ow do you conduct TST?
•After initial rappor tbuilding with the group, explain that the purpose of
the exercises is to understand and learn about their community from
their perspective. T he facilitators of the exercise should then explain the
purpose of the speci c subject that they propose to explore with them.
•To initiate discussion for a community-wide needs assessment , ask the
g roup to im ag in e a ll th e pro b l e ms a n d n eed s th a t a re faced by th e

c ommunity a s a whole . Ac tive p a r t icipation can be enabled by giving

eve one an equal chance to share views.

T he 10 seed technique enables probing deeply into dif ferent dimensions of

an issue, for car ing out what is referred to as "opening up" the information.
T his essentially involves going deeper into an issue after star ting at the
absolute basic level.
  A p ro b l e m t r e e analysis is a pictorial
representation of a problem, its causes and its
. roblem Tree
C P
consequences.

T h is analysis tool helps the project team get a

Analysis
quick glance of how a range of complex issues
c ontri b ut e tow a r d a pro b l e m a n d how this

p ro b l e m b ra n c h e s o u t i n t o a s e t o f
consequences.

 Both causes and consequences are f itted into

the diagram on a hierarchical preference basis.
S e t ps in Problem Tree Analysis
•Begin with a brainstorming session to identify the major problems af fec ting the projec t . For each problem you will
have to car out a separate problem tree analysis.
•Divide your board or the paper you9re using to record the analysis into three ve ical sec tions, and write the problem
in the middle sec tion. e left side can be rese ed for the causes and the right side for the consequences.
•Discuss with the team the possible causes that can be held responsible for the problem situation. From this, list and
identify the ones which have a direc t relationship with the problem. ese direc t causes can be listed on the extreme
right hand side of the sec tion reser ved for the causes. T he causes which lead to these direc t causes can be listed to
the left of this list . Relational arrows can also be used to demonstrate the cause and ef fec t relationship among the
causes.

• When you9re done with the causes, move on to the consequences. When listing the consequences, list the direc t
ones on the extreme left of the consequences sec tion. T he consequences that result from these causes can be listed
to right of this list .

Fin ally wh en a c ompreh ensive list of caus es an d c ons equ en ces h ave been develop ed an d th e rel at ed caus es an d
consequences have been linked resp ec tively, you9re read y to d isplay the inform ation pic torially.

For this you can use a sketch of a tree (like shown in App end ix C) and write down the prob lem on the tree trunk , the
causes along the roots and the consequences along the b ranches. Alternatively, a b ock d i ag ram , like the one shown in

the image below, can be used to present the problem tree analysis in a more organized and professional manner.
 . ommunity
D C
ommunity Mapping, also called P ublic
Mapping
C

Pa r t
i c ip a tor yG e o g ra phi c I n form a tion
S yst e ms ( P P G IS ) , is a tool th a t ca n be

us e d t o t e ll a s t o r ya b o ut wh a t is
happening in our communities.
D uring community m apping events , community m em bers com e to gether and
collec t f ield data. T h
e data collec ted, whether it be an inventor yof health centers,

restaurants, pedestrian infrastructure, toxic emissions, or health conditions can be

used to improve things.

Community mapping can be used to identify <hot spots= which can be extremely
useful in targeting inte entions.

C ommunity Mapping can empower the public by providing oppor tunities to have a
lasting, positive inf luence on their community. T he maps that are generated can be
used to document community needs to and assist with consensus- building and
dec ision - m a kin g f or improvin g pro g ra m de si g n a n d pu b li c poli c i e s a im ed a t

improving conditions and decreasing disparities.

 A lso known as So cial Network Analysis,
. ocial Diagram
E S social diagram facilitates discussions with
c ommunitie s to l ea rn ab out g roups a n d

form a l a n d in form a l l eade rs in a vill age

a n d to ga in a ge n e ra l un de rst a n d in g o f

how a community is socially organized.

•T he tool helps outsiders to understand which groups and individuals are most

socially connec ted and respec ted those inf luencing social networks and the
spread of ideas and attitudes 3 to help make decisions about which groups and
people with whom they could work with.

•A c ore p a r to f e xe rc is e s in th e tool involv e s a n innov a tiv e v a ri a tion o f

c ommunity m a ppin g , whi c h f o c us e s on l ea rnin g ab out c ommunity so c i a l

dynamics and organization.

. ish Bone
F F
e shbone diagram or Ishikawa diagram
Analysis is a cause- and-ef fect diagram that helps
managers to track down the reasons for
imp e r fe c tions , v a ri a tions , d e fe c ts , or
failures.
T he diagram looks just like a f ish9s skeleton with the problem at its head and the
causes for the problem feeding into the spine. Once all the causes that underlie the

problem have been identif ied, managers can star tlooking for solutions to ensure
that the problem doesn9t become a recurring one.
 SWOT a nalysis is a strategic planning technique
us ed to help a person or organization identify
. . . .
G S WO T A nalysis str e n g ths , we a kn e ss e s , oppor tu niti e s , a n d
thre a ts re l a t e d to b usin e ss c omp e tition or
projec t planning.
C h a n g e is a n in e vit a b l e p a r t o f c ommunity

organizing. If you know how to take stock of the

str e n g ths , we a kn e ss e s , oppor tu niti e s , a n d
threa ts , you a re more lik e ly to pl a n a n d ac t
e ec tively.

SWOT provi de s a tool to e xplore b oth int e rn a l

a n d e xt e rn a l fac tors th a t m a y in f lu e n c e your

work .
S . W.O . T- S tre n g th , Wea kn e ss , O ppor t uniti es ,
reats
hen do you use SWOT ?
W

•Explore possibilities for new e o s or solutions to problems.

•M a k e d e c isions a b out th e b e st p a th f or your initi a tiv e . I d e nti f yin g your
oppor tunities for success in context of threats to success can clarify directions and
choices.

•Determine where change is possible. If you are at a junc ture or turning point , an
inve ntor yo f your stre n g ths a n d wea kn e ss e s ca n re vea l prioriti e s a s we ll a s
possibilities.
•Adjust and ref ine plans mid-course. A new oppor tunity might open wider avenues,
while a new threat could close a path that once existed.
•SWOT also of fers a simple way of communicating about your initiative or program
a n d a n e xce ll e nt wa y to orga niz e in form a tion you ' ve ga th e red f rom stu d i e s or

su eys.
•Ask par ticipants to answer these simple questions: what are the strengths and
weaknesses o f your group, community, or ef fo r t, and what are the oppor tunities
and threats facing it?
 .
H Ca e sian Graph T his t e c hniqu e is a g roup e v a lu a tion o f
program or organization
a
•A graph with two axes is drawn. T h e ver t
ical axis is labelled <what we have= on
top and <we don9t have= on the bottom.
•T he horizontal axis is labelled <what we want= on the right side and <we don9t
want= on the left
•In brainstorming fashion, dif ferent aspec t o f the entity being evaluated are
called out by the pa icipants and placed on the graph through consensus

•Desirable aspects are placed more to the right; undesirable ones closer to the
left
•Existing ones closer to the top and non-existing ones closer to the bottom
 . t k holder
I S a e •A st a k e hol d e r c a n b e a nyon e who h a s
int erests in or is af fec t ed by the ac tivities
Analysis using Venn
involved.
Diagram
•A Venn diagram can help visualize relationships between individual, community,
and organizational or institutional resources.

• ese maps usually show the community in the center with circles representing
dif fe r e nt r e sour ce s within th e c ommunity. O r ga niz a tions , age n c i e s , a n d

institutions th a t af fe c t th e c ommunity re st on th e b orde r or outsi de th e

community.

•T h e impor t ance or quality o f the impac t each resource has on the community

is shown by the size its circle and its distance from the community. Interesting
d if f
e re nce s will e m e rge if m e n a nd wom e n d ra w a nd de ve lop s e p a ra t e Ve nn

diagrams about the same issue.

 A transec t map, accomplished through a transec t
wa lk , is a tool us ed by a g roup un d e r ta kin g
o bs er vation- bas ed c ommunity improvem ent ,
. r nsect Mapping
J T a
whi c h shoul d in c lu d e in form e d c ommunity
members and people with the technical skills to
identify and propose solutions to issues that are
visi b ly m a ni fe st e d on a w a lk throu g h th e
community.
•Trans ec t walks can supplem ent form al m aps and dat a, but in cas es where
th e s e d o not e xist , th e y a r e a n e xc e ll e nt tool f or c r e a tin g a r e c or d o f
environm ent al conditions : thos e arising in the natural, built and experienced

environments.

•T he walk can take 1-3 hours, but advance planning is impor tant to identify
o bjec tives and metho ds. You will need several large sheets o f construc tion
paper and markers, then:
rocess
P

•Explain the purpose of a transect to the people. In consultation with the community members, def ine
the list of indicators that will be analyzed during the walk. Involve them in the decision-making process
regarding the transect path you should take.
•Let the people show you their village by following the transec t path that was agreed upon. Do not
h esitate to make modi f ications i f it is required. Also carr yth e list of parameters an d preferably th e
resource map for the walk. It is a useful reference during obse ation and discussions en route.
•Obse e the surroundings. Encourage people to explain things as you move. Take detailed notes.
•If necessar y, stop at cer tain locations for detailed discussions on emerging issues. Use this oppor tunity
to clarify issues emerging from the social map, resource map and other methods.
•Collect and bring some leaves, grass, etc. which you f ind interesting but are not familiar with. It helps
to refer to them in discussions that will follow and also in documentation.
•Afte r re turnin g, dra w th e tra nsec t on a la rge sh ee t of pa pe r. Le t th e loca l pe ople ta ke th e lead in
dra win g th e tra nsec t di agra m. U se your not e s a n d th e not e s of oth e r me mbe rs of th e tra nsec t t ea m

while making the diagram.

•Show the transect to others in the locality and ask them to give their opinion.
•Triangulate the ndings and thank the pa icipants for their active involvement .
 A ppr e c i a tiv e I nquir yis a str e n g ths - b a s e d
. ppreciative
K A approach to creating change. Although it is often

dis c uss ed in the c ontext organizational c hange,

Inqui
Appreciative Inquir ycan be applied in a range of

contexts.
•Appreciative Inquir yis an approach to organizational change which focuses on
strengths rather than on weaknesses - quite dif ferent to many approaches to
evaluation which focus on de cits and problems.

•Appreciative Inquir y(AI) is a group process that inquiries into, identif ies and
f ur t
her develops the best o f <what is = in organizations in order to creat e a
better future. Often used in the organization development f ield as an approach

to large-scale change, it is a means for addressing issues, challenges, changes

and concerns of an organization in ways that builds on the successful, ef f ec tive

and energizing experiences o f its m em bers . U nderlying AI is a belief that the

questions we ask are critical to the world we create."

P rocesses of Appreciative Inqui

•DISCOVER: What gives life? What is the best? Appreciating and identifying
processes that work well. T he identif ication of organizational processes that
work well.
•DREAM: What might be? What is the world calling for? Envisioning processes
and results, and how things might work well in the future.

•DESIGN: What should be the ideal? Co-constructing - planning and prioritizing

processes that would work well.
•DESTINY ( or DELIVER) : T he imple m e nt a tion ( e xecution) o f the propos ed
design. How to empower, learn and adjust/improvise? Sustaining the change.
PROJECT PLANNING AND THE LOGICAL FRAMEWORK

. t ps in Project Management
A S e

Bef ore the Project

•Problem Identi cation
•Conduct situation analysis (operating environment)
•Causes clari cation (Conduct problem analysis)
•Needs assessment
•Conduct role analysis
•Project Design

Project Implementation
•Inte entions (se ices and activities) are carried out .
•Regular assessments are done to ensure that the project is on track

End of Project
•› End of inte entions
•› Project achievements are assessed
PROJECT PLANNING AND THE LOGICAL FRAMEWORK

. t ps in Project Management
A S e

Af et r Project
•B e n e f it s / imp a c t o f th e proj e c t on th e live s o f th e p e opl e a re
assessed

mpact
I

•Sustainable changes in human conditions of the target groups

•Measured after the project life

N ote: 80% of a project is planning 20% is implementation

 I t is a syst e m a ti c pl a nnin g pro c e d ur e f or
c ompl e t e proj ec t c y c l e m a n ag e m e nt . I t is a

ogical
e L pro b l e m solvin g a ppro ac h whi c h t a k e s into
Framework ac c ount th e vi e ws o f a ll st a k e hol de rs . I t a lso

ag ree s on th e c rit e ri a for proj ec t su cce ss a n d

lists the major assumptions

U es s of Logframe
A . Projec t Desig n Tool

It is a m eans b y which ag reem ents of projec t stakehol ders (m anagem ent , staf f , and clients) are reached and integrated
at the end of the planning process. e whole plan of the projec t is incorporated into a b rief d ocum ent .

B. Projec t Implem entation Tool

Beca us e it c ont a ins th e pl a n o f th e proj ec t , th e Lo g Fra m e ca n s e r v

e a s a g ui d e in th e impl e m e nt a tion o f proj ec t

ac tivities.

C . Projec t Monitoring and Evaluation Tool

It can also se e as a basis to determine if the projec t is being implem ented smoothly in accordance with the plan and in

the long run, to determine if the projec t was able to address the problem or need it was supposed to solve or meet .
D. Formulation of Ob jec tives

T h rough the LogFrame, the projec t objec tives are clearly presented from the simplest or lowest to the more complex or
higher (hierarchical). More impo antly, the LogFrame helps make the organization of objec tives logical.
E. De nition of Ind icators of Success

Because it is required that the det ails of the ob j ec tives are c l early present ed , the LogFram e will def ine whether or not

the objec tives have been accomplished through de ned indicators.

F. Identi cation of Means of Verifying Projec t Accomplishm ents

e LogFram e requires that statem ents on where to nd and how to measure indicators of success be explicitly de ned.
 PROJECT MONITORING

AND EVALUATION

n earlier topics, you were introduced to the Logical Framework . You have created a
O

Logfram e Matrix of your proposed projec t .

Essential components of a projec t are monitoring and evaluation. Monitoring

provides information on the progress of goal and objec tive attainment and overall
8health9 of your projec t . Evaluation measures results and impac ts of the projec t .
is topic will guide you on the basics of making a projec t monitoring and
evaluation plan.
 M onitoring and Evaluation System (MES)
ser ves as feedback system o f pro grams
W hy Monitor a n d proj e c ts , it up d a t e s us a b out th e

and Evaluate? state of health of project before it reaches

an unmanageable level.
•Monitoring m easures pro gram / projec t ef ficiency or whether the
project inputs, activities and/or outputs are delivered on schedule.
•Evaluation measures program/project ef fectiveness or whether the
project e ects, outcomes and/or impacts are achieved.
•M onitorin g d a t a a r e us e d f or d e c ision m a kin g d urin g th e
implementation process.
•Evaluation data are used for adjusting the program/project plan at
the middle and/or end of the project.
•¡ Monitoring and evaluation dat a t ell us o bjec tively whether the
program/project has failed or succeeded.
•¡ Monitoring and evaluation can be used to detect and prevent graft
and corruption on the use of program/projec t resources.
 M onitorin g is th a t st a g e in proj e c t
m a n a g e m e nt whi c h d e t e rmin e s i f th e
hy
W onitor?
M projec t inputs, ac tivities and outputs are
delivered according to plan.
•Monitoring m easures pro gram / projec t ef ficiency or whether the
project inputs, activities and/or outputs are delivered on schedule.
•Evaluation measures program/project ef fectiveness or whether the
project e ects, outcomes and/or impacts are achieved.
•M onitorin g d a t a a r e us e d f or d e c ision m a kin g d urin g th e
implementation process.
•Evaluation data are used for adjusting the program/project plan at
the middle and/or end of the project.
•¡ Monitoring and evaluation dat a t ell us o bjec tively whether the
program/project has failed or succeeded.
•¡ Monitoring and evaluation can be used to detect and prevent graft
and corruption on the use of program/projec t resources.
 Ev a lu a tio n is th a t st a g e in pro j e c t
m a n a g e m e nt whi c h d e t e rmin e s i f th e
project ef fects, outcomes and/or impacts
are achieved as planned.

hy Evaluate?
W
s o f Evaluation: Evaluation measures
U e

ec tiveness . It is us eful for det ermining

ef f

th e proj e c t e f fe c ts , out c om e s a n d /or

impac t at the middle and/or end o f the
project.
Me thods
T h
e m e tho d s us ed in ga th e rin g da t a on th e ef f
e c ts or imp ac ts o f a

project could be divided into two:

•Qualitative methods
•Quantitative methods
Q ualitative methods

Pa r ticipant obser vation 3 when the evaluator simply obser ves and writes down
his obse ation without asking questions.

•In- depth int er views 3 where the evaluator us es guide questions ( open-
ended questions) in gathering data from key respondents.

•Focus group discussion 3 where the evaluator asks a group of stakeholders

to arrive at a consensus or ce ain issues.
Q uantitative Methods

Sur vey 3 where the evaluator us es a questionnaire or int er view s chedule in

gathering data from hundreds or thousands of respondents.

Experiment 3 where the evaluator uses a questionnaire or inter view schedule in

det ermining caus e and ef f
ec t relationship such as the ef f
ec t o f training on the

knowledge, attitude and/or skill of the subjec ts. T he use of these methods is
summarized in the tables that follow
 PROJECT PROPOSAL

MAKING

A g ood projec t proposal is a sure way to catch the attention of approving authorities,
suppo ers, and funding agencies. Competition is sti for limited and restric ted
fund ing .

It is therefore a must that your projec t proposal has all the elem ents needed and is

truly responsive to the felt needs of your target pa icipants or bene ciaries with
e ciency and e ec tiveness in mind .
 A project proposal outlines your project9s
c ore va lu e proposition . I t s e lls va lu e to

W hat is a both int e rna l a nd e xt e rna l st a ke holde rs .

Projec t T h e int e nt o f th e propos a l is to g ra b

s t a k e h o l d e r a n d p ro j e c t s p o n s o r
Proposal
a tt e ntio n . O n c e yo u h a v e p e o pl e 9 s

a tt e ntion , th e n e xt st e p is ge ttin g th e m

excited about the projec t .

12 PARTS OF A PROPOSAL
•Cover Letter
•Proposal Summa
•Introduction
•Problem Statement
•Target Population
•Goal
•Objectives
•Methods
•Evaluation
•Budget
•Future Funding
•Suppo ing Material