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Performance Management System and Capability Statement

Performance Management System and Capability Statement






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    Performance Management System and Capability Statement Performance Management System and Capability Statement Document Transcript

    • Powerful Visions need Powerful Strategies: Performance Management System and Capability Statement
    • Performance Management System and Capability Statement (and what sets us apart) CHILD Trust and CHILD Ethiopia Programme: Realising the Rights of the Child through enhanced social networks We will spare no effort to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty, to which more than a billion of them are currently subjected. We are committed to making the right to development a reality for everyone and to freeing the entire human race from want. (Millennium Declaration) We reaffirm that children have a right to enjoy a healthy environment for the realisation of their physical, mental and spiritual well-being. Equally, they have a duty to participate in activities that rehabilitate or protect the environment (Africa Fit for Children, Cairo Declaration and Plan of Action) “Being accountable to the people we work with, ourselves and those who entrust us with resources; to relentlessly and effectively pursue an irreversible end to the unjust effects of poverty for future generations of children through investment in the capacity and motivation of the communities we work with, the staff we work through and the partners we work alongside.” (Mission of the CHILD Trust) Contents Summary: why we are different.................................................................................................2 Management capacity and structure .........................................................................................3 Indicative timetable of implementation....................................................................................5 Implementation strategy: impact and sustainability ...............................................................6 Social Networks Approach: strategic environment and local systems.............................7 Management strategy: innovation systems and the CHILD Community .........................9 Training and Follow-up ................................................................................................................9 Structurally integrated planning .............................................................................................. 10 Sustainable Exit........................................................................................................................... 11 Case studies from the CHILD Pilot....................................................................................... 12 Planning resources and technical material............................................................................ 25 CHILDnet .................................................................................................................................... 26 Monitoring and Evaluation Systems ....................................................................................... 28 CHILD Trust Phase 1 Outcome Mapping ............................................................................ 29 CHILD Trust Performance Management Key Indicators ................................................. 30 CHILD Ethiopia Programme Results Framework .............................................................. 31 Intervention logic of the CHILD Ethiopia Programme: Realising the Rights of the Child in primary education through enhanced social networks...................................... 32 Results Logical Framework and Monitoring Matrices ....................................................... 36 March 2008 A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 1
    • Summary: why we are different Contemporary Approach CHILD Approach To maintain organisational existence To achieve our vision and be able to exit in 8-10 years Large core office capacity based in the Build up core capacity in Ethiopia with an organisation that west with smaller satellite capacity in will not only be sustainable capacity for the country, but will be operational countries able to provide capacity to support international effort led by small flexible Europe-based CHILD Trust team. CHILD Trust will remain flexible tool, able to evolve to always achieve results or dissolve if a more relevant alternative arises. Large number of service-orientated Multi tasking high capacity individuals requiring minimum staff administrative support and using outsourcing where appropriate (e.g. auditing) combined with streamlined systems Disparate project-based approach One integrated programme with a common kernel that is covering different areas with different localised within each context. objectives Either working at community level or Working with both communities and Government with Government at policy level simultaneously to build social networks between them and catalyse shared vision rather then exacerbating friction Organisational structures and human Organisational structures and human resources systems based resources systems stemming from the on entrepreneurial innovation and business systems public service model Discreet participatory planning processes Participatory planning as a culture of undertaking all normally aimed at spending project aspects of development at the local level resources Resource injection as an incentive Change and legacy as an incentive Creation of additional or dedicated Utilisation and enhancement of existing community and structures at community level official structures Office based Mobile, maximising person-to-person contact and instant first-person trouble-shooting Separation of duties/roles between Shared tasking allowing people to experience, learn and different posts contribute to all aspects of the organisation: building ownership and mutual respect. Instructional/hierarchy approach to Coaching/family approach to management management Command and control structures aimed Empowered staff able to make local decisions when needed in at maximising resources order to maximise results (and be accountable for them) Complex pay structures based upon Fair and transparent pay structures with a performance- position, qualifications and experience related component Personal performance reviews based on 360o performance reviews based upon mutual learning and manager-staff hierarchy and coaching relationships Either, policy based with small Influence the global policy debate from the strong foundation experimental pilot (e.g. Millennium of a massive evidence base of practical examples, backed up by villages), or practice based with small science-based programming. The entire synergistic process research component (e.g. most NGO will be systematically documented to allow for analysis, projects). learning and replication. Participatory bottom-up programming, Participatory approaches designed to go to scale from the or large scale projects outset Separate M&E system, normally Systemic M&E inherent within the programme design and designed post strategy/programme implementation strategies formulation Multiple disconnected systems in Flexible web-based integrated information system different countries that have evolved (CHILDnet) that can be collaboratively built over time and over time made available to new countries starting CHILD Egoistic design processes (orientated Collaborative design and learning processes (will be expanded around individual experts) further through CHILD Community) Opaque, acting as a communication Transparent, facilitating people to communicate directly gateway between stakeholders to and share the development experience present key messages A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 2
    • Management capacity and structure We are currently a dedicated group of volunteers. The CHILD Ethiopia Programme contains provision for institutional transformation into a twin structure of dedicated full-time teams based in Ethiopia and internationally (with a foundation in the UK). This structure is based around an innovation systems approach, encouraging spontaneous and multi-directional knowledge generation, adaptation and innovation. The structure of CHILD Trust and CHILD Ethiopia will be echoed in the CHILD Community, an innovation network involving all CHILD stakeholders in collaborative innovation. The international team will be a compact and mobile group providing technical and trouble-shooting support to the Ethiopia operation and global dissemination. They will be backstopped by the additional skills of the CHILD Trust Board and a voluntary International Expert Panel will provide programmatic quality assurance. The CHILD Trust will directly liaise with donors and be accountable for results. The Ethiopia-based team will establish a strong in-country capacity (CHILD Ethiopia) to act as the key stone to an expanded CHILD programme. The core team will still be small and efficient, backstopped by the international team and a skilled membership. Field Units will be modular groups of five Programme Officers and a Programme Assistant with the capability to support 500 CHILD schools. New Field Units can be added as required, being formed through an initial training period with existing Programme Officers. International CHILD Trust Expert Group Board Memorandum of Understanding Director Executive Director Director Programme Director Communications Corporate and Learning Affairs International Team CHILD Ethiopia Board Ethiopia-based Team Director Director Ethiopia Finance Operations Secretary Protocol Assistant (Temp) One Field Unit per 500 Membership schools Programme Programme Programme Officer Assistant Officer Programme Programme Programme Officer Officer Officer A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 3
    • Members of the international team will spend a proportion of their time in Ethiopia working with the management team and field units to implement CHILD. Similarly, members of the Ethiopia Team (and also key partners) will be systematically drawn up into international policy lobbying and technical support. This is aimed to encourage evidence-based policy making and provide both learning opportunities and incentive through acknowledgement to field staff. There will be no distinction drawn between those with a focus on programming and those with a focus on administration as both are equally essential to achieving results. Individuals primarily focused with programme will be expected to spend a proportion of their time completing administrative duties and to understanding the way the organisation functions. The few individuals primarily focused on administration will be expected to spend time in the field familiarising themselves with the way the programme operates. This is aimed to contribute to evolving streamlined and results-based management systems, shared culture and innovative thinking. Essential businesses processes will be addressed through cross-cutting ‘virtual teams’ formed of the individuals best placed, best skilled, or most interested to achieve the results. For example, the International Liaison Team might include directors from the CHILD Trust, members of the CHILD Ethiopia management team and particularly strong programme officers from a field unit. Similarly, a team to coordinate a memorandum with a partner in a region of Ethiopia might include one or more of the directors from the CHILD Trust or a Trustee. These teams will be coordinated by the Executive Director of the CHILD Trust and the Director Ethiopia. The Director Communication and Learning will help identify talented individuals, help devise personal development plans and seek opportunities to nurture their future involvement. The individuals involved in founding the Trust and piloting the CHILD approach are from the UK, Ethiopia, Russia, Poland, New Zealand, Greece, Palestine, Italy, Nigeria and Denmark. Together we have experience in Europe, Ethiopia, Turkey, Afghanistan, Serbia, Montenegro, Kosovo, Albania, Russia, Kazakhstan, Uzbekistan, Kenya, Tanzania, Sudan, Somalia, Ghana, Nigeria, the US and many other countries. The organisations we have collectively worked for include UNICEF, the World Food Programme, UNDP, the Organisation for the Coordination of Humanitarian Affairs, the Department for International Development, FAO, UNHCR, Medicines sans Frontieres, Lay Volunteers International, CHF International and companies representing Le Monde, Forbes, the Economist, Foreign Policy, the Daily Telegraph and USA Today. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 4
    • Indicative timetable of implementation Based on this capability, the following timetable for the programme would also establish the institutional capacity to expand the CHILD programme after 3 years. Phase 1 1a • CHILD Trust: all individuals brought onboard fulltime and equipped, programme 6 months materials finalised (including guidelines and training material), support provided to CHILD Ethiopia, international contacts established, website completed and CHILDnet skeleton deployed. • CHILD Ethiopia: Field Unit 1 and management team recruited and equipped, cooperation agreements secured, vehicles procured. 1b • Training of trainers in 50 schools facilitated by CHILD Trust, data collection 6 months systems tested, CHILDnet finalised, lessons from first 50 schools integrated into implementation plan, staff reviews and final checks, strategic national partnerships sought. 1c • Cascade training to 450 additional schools and follow-up visits according to 9 months stratified schedule, engagement in national policy dialogue. • Full engagement of international opportunities for CHILD dissemination and focus on building CHILD Community. 1d • Annual qualitative assessment, annual reviews, experience sharing and consolidation 3 months of learning into implementation plan. 1e • Follow-up support for school-level re-planning including in-situ refresher training 9 months to fill gaps, folding lessons learnt into national policy dialogue, indication sought on progress to Phase 2. • Consolidation and finalisation of technical support to international agencies with outcome mapping to assess effectiveness, work to promote collaborative evolution of programme materials with new CHILD users. 1f • Annual qualitative assessment, double-difference analysis, experience sharing and 3 months end of Phase report. Publication of resources. • Final decision on expansion or exit with implementation plan. Phase 2 2 • Expansion of Ethiopia programme to 10,000 schools, mid-term Impact Evaluation 5 years and phased exit. PhD analysis of lessons learned. • Continuous improvement of CHILD materials and CHILDnet. • Pilot CHILD in 5 additional countries and expansion of CHILD Community. Phase 3 3 • Handover to existing agencies for global scale-up and exit with consolidation and - dissemination of lessons, as determined by experience from Phase 2 A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 5
    • Implementation strategy: impact and sustainability The definition of impact used by the CHILD Trust and CHILD Ethiopia is changes in peoples’ lives and the realisation of their rights. Rights are inseparable and thus realisation of rights by definition means a situation where access to those rights cannot be taken; as opposed to realisation of a privilege that can be removed at any time. Consequently, impact must, by definition, be sustainable in order to be considered an impact. The strategies we shall deploy to achieve impact are thus the same by which we shall ensure sustainability. 1. Reducing vulnerability and building social resilience. Sustainability is a complex interaction of almost infinite factors and no programme can guarantee sustainability no matter what they claim. However, the chances for long-term sustainability can be increased by developing capacity, ownership and, ultimately, resilience against factors that would erode the communities’ gains. CHILD adopts a social networks approach to developing resilience, enhancing community solidarity and the mutual ownership of achievements to protect assets and develop collaborative coping strategies. CHILD also aims to build capacity through technical knowledge, leadership and organisational skills. But, unlike most comparators, CHILD aims to undertake capacity building within the whole context of the community rather than in a vacuum. Indeed, CHILD actually aims to harness and give direction to all the existing internal or external capacity building efforts that exist in any given community. 2. Cultural shift and can-do attitude. Take away the resources for most programmes and the ideas that they have been promoting tend to stall and eventually evaporate. The people in the communities they have been working with associate undertaking project actions with incoming resources. CHILD, in contrast, only represents resources in the form of ideas and emotional energy: it embeds the vision within people that they are not powerless against the conditions they face. Take away the resources and the idea remains. CHILD diffuses a cultural shift to a can-do attitude within the communities it touches. Those involved prove to themselves what they are capable of. This lesson can then be applied in other aspects of their lives, even if not done consciously. 3. Powerful kernel with localised periphery. Attaining appropriate local solutions whilst maintaining a coherent body of shared knowledge is a major challenge in undertaking large scale programmes. CHILD achieves this through having a strong common core in the form of the planning approach and ethos, whilst having an extensive menu of locally adaptable activities that can be implemented through this kernel. Communities can, and have, add their own ideas to this library; and because they were designed to work with the CHILD framework other communities can quickly adopt and adapt them. This principle is the foundation of the CHILD Community, a collaborative innovation system that will encourage all users of CHILD to contribute to its evolution. 4. Generational continuity. True change takes generations. CHILD uses schools because they are the most respected institutions by both rural and urban adults in Ethiopia (PASDEP, 2005) and they include the next generation. Forging community action around activities that involve both adults and children ensures that young people can take ownership and pride over their community’s efforts: continuing to build on progress made when they become the adults of the future. 5. Incremental and exponential. Rather than try and institute massive change in one go, CHILD builds incrementally on small practical and achievable activities that can be completed successfully by the changemakers within any community. Success with these tends to build upon itself, involving more people and undertaking steadily more ambitious programme. Learning, review and technical quality are built into the planning process to transform these first steps into a cascade of community-driven change. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 6
    • 6. Mutually empowering. Empowering any branch of society can cause enormous friction within existing social or political structures. This can become a major barrier if left unchecked. The principle of CHILD is mutual and non- threatening empowerment. Local government agents and structures are better able to do their jobs and are recognised for what they do. Men, women and children are better able to determine and contribute to their own futures. CHILD works with government and civil society together and no emphasis is given to any sector or branch: only the importance of working together. There are local words that describe this concept perfectly: the Geez-derived languages have Medagagaf (working together for mutual benefit), the Oromo language has Girmu (the behaviour of bees in a hive) and there is an Amharic saying that translates as ‘when spiders unite they can tie down a lion’. There is often political friction at policy level between the different demands of working with Government and the need to oblige donors. The CHILD Trust will aim to mobilise secure resources in order to work closely with both groups, but maintain its independence and provide reassurance to Government that we represent additional support and resources rather than soaking up cash that is already inside Ethiopia. Social Networks Approach: strategic environment and local systems The following social networks maps illustrate the CHILD implementation strategy at the local and international level. Social Networks Analysis allows consideration of the rich-picture environment in which change takes place as opposed to the programme-centric concept of stakeholder analysis. Participatory social networks mapping during the annual qualitative assessment will provide valuable data on the evolution and impact of the programme during implementation and help refine implementation strategy. The first map illustrates the relationships at community level, the existing relationships (solid lines) and the relationships that CHILD will aim to establish (dotted lines). The red dots indicate the individuals that will be involved in the CHILD training, the double lines are the core planning teams. The second map is of the international strategy. Different colours are different groups or levels (pink is community, purple is district, orange is regional, green is federal, yellow is international, red is CHILD Ethiopia, and blue is CHILD Trust). Dots are individuals, triangles are groups and squares are organisations. Red lines are primarily influence (with arrow showing direction), black lines are mutually supportive. Thick lines are the primary links. Dotted lines are periphery relationships. Primary points of intervention are marked by double lines. Parents Farmers Health Ext. Young Worker Children PTA Teachers FTC WASHCO School Life Director Health Water Of. Of. KETB NGOs WETB. Capacity Of. Development Agent Agri. Of. Council Edu. Of. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 7
    • Young Children Students FTC Parents DA HEW Teachers Sch WASHCOs PTA Health Post KETB PO WETB Capacity Water Res Health Edu Ag/NR PO HAPCO PO TTI Woreda Council Education PO Field Team PO Water Res Health BOFED PA Man Education Team Proto Water Res Health Finance Tripartite Research Inst D. Ops MOFED TWG Board D. Eth TWG UK Children Prog TWG D. Comms Team UN NGOs Board Donors D. Prog Other Exec Countries D. Corp. Af Dir NGO Int Liaison team Interns CIFF Res Mob Public UN Int Universities Int Expert Group A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 8
    • Management strategy: innovation systems and the CHILD Community From our work implementing results-based management systems in other development organisations, we have observed a common conflict between the programme systems and the underlying management structures. Therefore we believe strongly in an innovation systems approach where the management structures promote multidimensional knowledge generation geared to results. This will be realised through small highly mobilised and capable teams as opposed to large bureaucracies. Organisational memory will be maintained through regular opportunities for reflection, the CHILDnet system and by replacing email-orientated communication with collaborative wikis. Employment conditions will include fair and transparent pay structures, lower than some organisations but enhanced through a supportive environment, generous holidays, learning opportunities and a high degree of job satisfaction. All staff will be expected to spend some time each year in the field and all staff will have the opportunity to be involved in international outreach work. All salaries will consist of a basic element and performance related annual increase or decrease. The performance element will be linked to both organisational and individual performance assessments conducted through the M&E system and triangulated 360o reviews. All director positions and all national programme positions will carry the same basic salary regardless of position in the management structure. The team will be small enough and the programme exciting/inspiring enough that it is not envisaged that higher offers will need to be made for headhunting individuals. Training and Follow-up Training for the first tranche of field staff will be conducted by Joseph, Mateusz, Yemesrach – experience CHILD trainers of trainers – and existing local CHILD experts. This will be practice-based and undertaken in the field in Ethiopia. All staff will participate in CHILD training as part of their induction. It is envisaged that Programme Officers will initially work in pairs to implement CHILD in a test bed of 50 schools. Their performance will then be assessed and learning points worked on. They will then expand the programme to an additional 90 schools each, working individually but with strong technical support and continuous peer review. At this stage it is intended to offer internships to pairs of capable students from a southern and northern university to accompany a Programme Officer, gain field experience and develop a specific aspect of the programme. Interns will offer a valuable opportunity to bring in fresh ideas, make important links with academic bodies, work on innovative aspects of the programme, develop an international network and access the decision makers of the future. To expand the programme, a new tranche of Programme Officers can work with the existing field unit for a period to gain experience before working on their own. This way, the organisation can expand its capacity exponentially through coaching and mentoring. Recruitment will aim to mix experience with new talent A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 9
    • CHILD training uses a cascade approach that is quality assured through follow-up and intensive support to initial sub-trainings. This cascade approach not only maximises reach, but embeds knowledge within national and local structures. Continuous field visits and regular experience sharing gathering provide opportunities for trouble shooting and quality control of implementation. By rolling out the approach in a phased approach, the organisation can maximise human resources and experience: gradually reducing support to established areas whilst focusing attention on schools new to CHILD. This is in line with a gradual and sustainable exit strategy and will use the opportunity to maintain a minimum level of follow-up (and early identification of problems) through existing structures such as the school cluster system or locally operating NGOs. Mngt. Pro As Each Field Unit can train and maintain 500 schools through the cascade system. Pro Of. Pro Of. Pro Of. Pro Of. Pro Of. 5 Programme Officers per unit, supported by the Dist. Dist. Dist. Dist. Dist. management team and a Programme Assistant. Each trains 5 districts with Cluster Cluster Cluster Cluster Training of Trainers. Sat Sch Each District trains 4 Sat Sch clusters, each cluster Sat Sch Sat Sch consists of 5 schools. At the beginning of each year, every Programme Officer will be given a minimum target of how many regional and district offices they will need to visit and how many schools and cluster lead schools they will need to visit. This target will be derived from the number of schools required to establish a PPA sample size for the monitoring system, accounting for socioeconomic and spatial distribution. Follow-up visits will consist of a checklist at district and school levels, triangulated interviews, focus groups discussions, direct observations and collection of most significant change stories. Programme Offices will be encouraged to take local government staff on the school visits with them. The data from each field visit will be fed into CHILDnet, giving the management team a real-time picture of implementation. Structurally integrated planning CHILD planning does not happen in isolation. CHILD utilises many existing legal structures, employing capacity building strategies to make them more effective. This ensures that the participatory CHILD plans gain official recognition. The timing of planning is such that individual school plans can be consolidated at district level, shortfalls in resources calculated and budget allocations for CHILD activities included with the Woreda Government’s Official Annual Development Plan. There are two levels of quality control of plans at the community and at the district level. Where an existing participatory planning exercise is undertaken at the local level, communities are encouraged not to duplicate this for CHILD but to use the tools and ideas provided to enhance the quality and impact of their existing work. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 10
    • Sustainable Exit The CHILD Trust is designed to be necessary in this role for a limited period only, fulfilling its vision in 8-10 years and sustainably exiting. This is realistic because: 1. Our results chain is based upon field experience, is ambitious, but realistic; 2. The programme will influence at massive scale so that its concepts are entirely diffused within the culture of its boundary partners, ensuring enduring support; 3. Systematic documentation and dissemination will allow replication by other development agencies with global capacity, with an incentive of proven success; 4. We will take our core group of staff, funders and partners on a truly incredible journey from which they will be ready to grow in their own directions. Enabling the CHILD Trust to exit through adopting an innovations system approach: Year 1 CHILD Trust 2 3 CHILD Ethiopia KEY: Federal Gov CHILD ideas, Development knowledge and partner technologies: Exten. Regional Gov workers Core resources: Local Gov Exploratory link: School Community 6 4 5 7 8 9 A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 11
    • Case studies from the CHILD Pilot Gerbi School, Jile Tumuga Woreda, Amhara Background Gerbi School is situated in Oromia Zone in the east of Amhara Region, a highly vulnerable mountainous area almost entirely dependent on rain-fed subsistence agriculture with chronic food insecurity. Although Gerbi is situated close to a main road, it is in the middle of a highly remote area in relation to access, economic opportunities and political attention. The majority of its students come from several kilometres away, reflecting the wide population distribution of the predominant livelihood system. In common with the entire primary educational system, teachers are also allocated to Gerbi from outside the area and central government funding only just manages to cover the recurrent cost of their salaries. In consultation with the CHILD Team, Gerbi was selected to be included in CHILD training in February 2004 by the regional and district education bureaux. Representatives of the district education, agriculture and natural resources, health, water resources and capacity building offices along with representatives of the local womens’ and youth association were involved in a week-long learning workshop conducted by Yemesrach Assefa, now Director of CHILD Ethiopia and Joseph Barnes, now Director of the CHILD Trust. Several of these initial trainees went on to become peer-to-peer trainers during subsequent expansion of the CHILD pilot both in Amhara and the rest of Ethiopia. These district staff formed a multi-sector Synergies Group to coordinate the roll-out and maintenance of CHILD. Their first activity was to undertake training of directors, PTA members, extension workers, youth and women’s representatives from 10 schools, including Gerbi. Additional support for this training was provided by local CHILD-trained field staff from the UN and the district was visited a further 3 times during the following 12 months. Gerbi community elected to undertake the CHILD planning process under the coordination of the school’s Director, Mrs Ayalush. Situation analysis The challenge facing Gerbi School was enormous. Around 600 pupils had to share 2 classrooms in disrepair and cover Grades 1-4, many children were having to walk up to 10km everyday, there was no clean water source, and none of the formal education structures charged with addressing these issues were in existence. The first act of the community was to establish the CHILD Planning Team. In line with the advice in the CHILD guidelines they linked this effort to the formal government education planning system. Thus, they formed a Kebele Education and Training Board and a Parent Teacher Association (PTA) that had never been present in the community. The PTA was charged with undertaking problem identification and situation analysis exercises to prioritise the issues faced by the school community and match these to existing resources and possible solutions. In addition to the challenges identified above, the Planning Team highlighted social issues including barriers to girls’ education, the threat of HIV to a vulnerable A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 12
    • community and harmful traditional practices (including female genital cutting, early marriage and abduction). They also noted the fundamental difficulty faced by the school of low income and access to additional resources. The planning process was undertaken within the community with the support of their local extension workers and occasionally from district experts. Follow-up visits by the CHILD Team provided opportunities to quality assure some of the activities, ask insightful questions and most importantly to encourage. By this point, however, the process had established firm ownership within the community along with the interest and commitment to move forwards. The CHILD Planning Process The CHILD guidelines recommend the development of a 3 year plan of activities with detailed review and follow-up planning each year. This allows for individual activities to contribute to a longer-term strategy agreed to by the community. The Gerbi Planning Team identified the following activities as part of their strategy: • Additional • Storeroom for School • HIV/AIDS classrooms Feeding food mainstreaming • Hand Craft room • Teachers residents • Combating HTP • Combined desks • Promoting girls education • Gardening • Additional wood lot • Clean drinking water access Of these, some could be achieved immediately, while others required much greater investment of mobilisation of resource not currently available to the community. Communities are encouraged to develop incremental plans, with activities that they can achieve using only the resources they have internally and others that they can aspire to. Sometimes several solutions might be appropriate, with immediate temporary action being followed by a long-term campaign to attract additional assistance from outside. The water access at Gerbi School is an example of this. The current water supply for the school is surface water and although the district had previously drilled a 53 metre capped borehole in the school grounds they do not yet have the financial capacity to buy and install the necessary pump and tank system. However, the School Community have not got stuck on this issue, concentrating instead on implementing the activities that they can do something about whilst actively lobbying the district for additional CHILD plan on display for school children resources. The District has since applied to UNDP for the water pump and the School has good reason to be hopeful: A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 13
    • Gode Chele School in the same District achieved exactly this feat through constant lobbying of the Ethiopian Electrical Power Corporation. Whilst Gerbi community may have had to be patient for a solution to their water supply, they have surged forward with achieving the other activities they set themselves. After the first year of CHILD, the planning team stepped down and were replaced by fresh faces. This new team endorsed the original three year plan and have since continued to build upon the work that was started. Outcomes, challenges and lessons learnt In response to the challenge of remoteness, the School Community organised the construction of three satellite schools located strategically around the main school. This was entirely achieved through self help, the community provided cash and labour for the construction valued at 6,020 Birr (approx 650 USD) and undertook the collection of stone and mud. The satellite schools cater to the needs of Grade 1- 2 students and have contributed to not only increasing enrolment in the first Grades of education, but ensuring that more children make it through to the first two years to reach the upper grades taught in the main school. Satellite classrooms built by the community In addition to the three satellite schools, the community have constructed a four roomed building at the main school that provides two class rooms, one handicraft room and a weather-proof storeroom for school feeding food stocks. Alongside this extension was constructed a building that provides three staff residences for teachers allocated to Gerbi School from other areas. The money provided by the community for classroom construction was also used to pay for skilled labour, nails and iron sheets for the roof. The community provided all the other labour required free of charge. A simple but effective school canteen has also been built in one corner of the compound to give the children a shaded area where they can sit at lunchtime without being exposed to the midday sun. Type of Room Number Constructed Classroom 8 Handicraft Room 1 Store Room 1 Staff Residence/Office 3 Canteen 1 Total Rooms/Offices 14 A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 14
    • Other accomplishments have included the introduction of a HIV/AIDS club that takes an active role in promoting the awareness of HIV/AIDS in the community through organising plays, discussion forums and poem readings of work written by the students. The school has transformed itself into the centre of a local initiative to begin to address the huge cultural challenge of Harmful Traditional Practices. Their new HTP Club mainly focuses on involving girls in the awareness of such issues as female circumcision, early marriage and girls’ education. The Club is accompanied by an extension package where members of the committee are assigned to various villages to propagate the awareness of the negative aspects of HTPs: a total of 12 villages are currently being targeted. Natural resources management also features in the new extracurricular activities organised by the School as a direct consequence of CHILD. The community and School have invested in a vegetable garden that grows fruits and vegetables, ranging from Guava to Castor, for income generation and to supplement the school feeding meals. A newly established woodlot grown with assistance requested from the Ministry of Agriculture and Rural Development in the form of seedlings now provides a sustainable fuel source for cooking and source of income. Local farmers have also replaced the dead fence around the school compound with mixed species live fencing that provides greater security and a source of income generating opportunities. An alternative income generating activity pioneered by Gerbi School is the production of silk. Through her own initiative, the School Director of the school obtained manuals and moth eggs from the Ministry of Agriculture and Rural Development and started to breed the insects as an educational and income generating activity. In the first 6 months the school produced 350 grams of silk, valued at 105 Birr a kilo. The larvae are fed with the waste foliage from the castor plants in the school garden. Since it was introduced by Gerbi, the idea has been shared with other CHILD schools, many of whom are also now actively generating income from silk. Income generation through silk School enrolment has both been boosted and stabilised by CHILD. In the year following CHILD’s introduction enrolment increased substantially for both girls and boys. The following year, the construction of satellite schools for Grades 1 and 2 led to a drop in enrolment in the main School site. But two years later when these children reached Grade 3, enrolment figures indicate that they nearly all returned to the main school. With additional intake still being drawn in by the satellite schools, this is a very promising trend and rewards all the work undertaken by Gerbi School community. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 15
    • Total Total Total Male and Event Year Male Female Female CHILD introduced 2003-04 354 242 596 First year of CHILD 2004-05 513 384 897 Satellite Schools for Grade 1 and 2005-06 384 291 675 2 Grade 1 and 2 students return to 2007-08 515 376 891 the main school Figures from the Ministry of Education: Education Management Information System verified by field visits Despite all their achievements, some major challenges still face the Gerbi School community. After Grade 4, students are expected to travel to the next town, 5km away and, despite community commitment to enabling additional grades to be taught in Gerbi, official support is taking a long time to mobilise. The cultural barriers that the HIV/AIDS and HTP clubs are facing are enormous and will also take a long time to shift, even though they have already generated far more attention to these issues than ever previously existed. Gerbi School also illustrates the impact that a single change maker can generate, in this case the innovative School Director Mrs Ayalush. She has since been moved to another school in the same district, who have also achieved enormous changes initiated by CHILD, such as providing reliable fresh drinking water to over 5,000 local villagers. However, Gerbi School are still moving forwards with implementing their CHILD plan, mostly because everyone in the community is now a witness to their own potential and believes that with the right mix of persistence, imagination and cooperation there is nothing that they cannot overcome together. Fresh water! A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 16
    • Chorissa School, Kallu Woreda, Amhara Background Chorissa School, deep in Kallu Woreda of Amhara region was one of the first five pilot schools to ever experiment with the CHILD concept. Located high up on the mountainous slopes it has only been accessible to 4x4 vehicles for about 5 years after a local development programme built a dirt road up to the nearby village. An entirely agrarian zone, there almost no other employment opportunities in the area and the steep slopes combined with local deforestation in the face of historical political instability have led to massive erosion of fertile topsoil. Despite this, Chorissa is an area of hope, where a participatory food-for-work programme has enabled the community to stem the tide of natural resources depletion and begin to reverse their fortune. The attitude demonstrated by Chorissa in the face of grinding livelihood challenges made them stand out as a prime opportunity to build up the ideas behind CHILD. Thus, the Director and teachers of Chorissa School helped to shape the CHILD planning tool itself and were regular hosts of training groups involved in the CHILD expansion. However, they are an interesting case study mostly because they chose to take a different route to many schools, taking advantage of the flexibility and adaptability inherent within the CHILD approach. Situation Analysis During the development workshop that built the foundation of the CHILD approach, Chorissa School identified their priority problems as access, potable water, lack of classrooms (and disrepair of existing facilities) and a complete absence of school desks or other furniture. All this was underpinned by a complete lack of income opportunities, as is the case with nearly every rural school in Ethiopia. Rather than developing their own CHILD plan, however, Chorissa decided to integrate the ideas of CHILD into the existing participatory planning process that they were involved in with the land rehabilitation that had built the road up to the local village. Taking this approach avoided duplicating the planning process and put the needs of children at the centre of community discussion, also maximising the advantage of having existing community mobilisation efforts. Chorissa’s main asset was noted as its large compound that was almost completely unused except for growing foliage that gave a very small return from local farmers. Other assets included the newly constructed dirt road going up to the village and community water harvesting efforts. Water, however, was the major challenge faced by the school, the nearest New classrooms under construction potable supply being the other side of a ridge that would require a A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 17
    • complex system of pipes and pumps to get it to the school compound. The CHILD Planning Process The School’s decision to integrate the CHILD planning process with other ongoing participatory planning carried risks as well as advantages. These included the possibility of activities designed to assist the school being lost among other efforts. Nevertheless, the school community persevered and included plans to repair the school fence, repair and build classrooms, improve access and initiate income generation activities within the next community-wide planning process. Two teachers (1 female, 1 male) and three students are now involved in the community planning team along with representatives of the local Women’s Association, Family Association and religious leaders. They decided that water was going to be more of a challenge and so the School began to approach a number of local NGOs to seek additional assistance. Outcomes, Challenges and Lesson Leant Entirely through the contribution of the local community, Chorissa have made striding improvements to their School environment. Two new classrooms were constructed, the community road was extended to the school gate, a school kitchen was built to provide lunchtime meals, the live fencing around the school compound was completely renewed and funds were obtained from the local district through extensive lobbying to repair the existing classrooms. School furniture was also obtained through a combination of self-constructed benches and the donation of combined desks by a local agriculture programme. School gardens for education and income Most impressively, the School have transformed their spare compound spaces into a previously unimaginable educational and income generating asset. The School vegetable garden grows potato, onion, carrot, lettuce, tomato, radish, banana and A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 18
    • sugar cane from seeds originally donated by the community. This currently generates 600 Birr a year and the School is ready to expand the garden pending more reliable water supplies. In addition to this, a coffee plantation and woodlot have also been established to both generate additional income for the school and teach students about diverse sustainable livelihood approaches. Despite all their efforts, local NGOs have not managed to live up to their promises to assist Chorissa with accessing clean water. However, the school community themselves have constructed a 500 metre channel to a fresh water spring that now fills up ponds in the school compound for the school garden. With a combination of expansion of pond capacity, the addition of a membrane and a filter system this has the potential to provide a far better water supply than the existing facilities. Such a system can also be achieved by the school itself by taking advantage of its new income sources. Thus, rather than giving up in the face of challenges, Chorissa School is continuing to innovate and demonstrate that their unique approach to CHILD works perfectly for them. Water harvesting structures Total Total Total Male and Event Year Male Female Female CHILD introduced 2003-04 559 469 1028 Current 2007-08 650 636 1286 Figures from the Ministry of Education: Education Management Information System verified by field visits A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 19
    • Dugum School and Gerhuseknaye School, Hawzien Woreda, Tigray Background Hawzien is a district characterised by spectacular rock formations that punch their way up through the deep orange fired earth, leaving shear rock walls as the only shelter against the pounding effects of the sun on the semi-arid and water scarce landscape. For all its stark beauty, Hawzien is a ruthless environment to live in and it is almost impossible to imagine that this was once a tropical Eden. Dugum School sits near the base of one of these massive rocky outcrops, inundated by frequent dust clouds as wind erosion decimates the desiccated local fields in which brave local farmers strive to grow their crops. When CHILD started in Dugum, the only people that wanted to work there were the World Food Programme, supplying daily school meals, often the only meal children would get on a regular basis. Hawzien was one of the first districts to be trained in the CHILD approach in 2004 and the workshop for the representatives of 10 schools was overseen by Mateusz, now the Director of Programme for the CHILD Trust and Yemesrach, now Director of CHILD Ethiopia. Situation Analysis and CHILD Planning Process The School faced major challenges in nearly all aspects of its life, with water shortage, lack of classrooms, poor facilities, lack of sanitation and lack of income. Despite this, Dugum approached CHILD with vigour and their enthusiasm became renown through a number of international monitoring visits. The CHILD planning team worked closely with district education officials to identify potential development partners and to advocate their case. They also filled the School compound with educational messages painted on almost every available surface, constructed two new classrooms and sun shelters for the children to eat lunch under. In addition to this, HIV/AIDS and water and sanitation clubs were established to begin to tackle these issues facing both the school and the local community. Eventually their persistence paid off when they persuaded the district to direct a UN Food and Agriculture Organisation (FAO) programme to assist them by constructing a roof water harvesting system. Water supply, however, was only the first part of their plan. Keeping track of local education A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 20
    • Outcomes, Challenges and Lessons Learnt Dugum School began to systematically revolutionise their compound. With technical assistance from local agricultural extension agents they progressively filled the compound with resilient tree species, transforming Dugum into an oasis of green within the surrounding area. They built school gardens and a soil and water conservation demonstration centre for students. More classroom construction began and advocacy for further assistance continued. This effort was key to persuading Project Concern International (PCI) to make one of their first investments in Ethiopia the provision of financial support to CHILD schools in Hawzien targeted at helping them meet shortfalls in local community capacity. The achievements of Dugum so caught the eye of UNICEF that they selected the school as one of only 20 in the country to pilot their Child Friendly Schools programme. This led to a massive investment of materials that helped to finish the self-help classrooms initiated through CHILD, build new latrines, provide sports equipment, equip a modern pedagogical centre and start a community nutrition centre. Dugum made such extensive progress that in 2007 the Ministry of Education decided to graduate them off the school feeding programme. The School then used the CHILD planning progress to lay down their initial plans to replace this resource through community contribution of cereals and expansion of the school gardening activities. Thus, Dugum School have completely reversed the fortune of their students, who now have access to the type of educational materials that were unimaginable only a few years ago. Attracting investment One of the remaining challenges is learning how to more frequently replicate the success of Dugum in attracting additional investment. However, the existence of such islands of excellence can contribute greatly to expanding the self-help impact of A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 21
    • CHILD. Hawzien also provides a prime example of this. Gerhuseknaye School was never included in any CHILD training. However, upon witnessing the efforts of neighbouring schools, the Director obtained a copy of the CHILD planning manual and some advice from the nearest CHILD school. Since then the School community has entirely independently undertaken a CHILD-inspired plan of activities with some impressive achievements: • Constructed two classrooms entirely through community participation • Purchased, housed and are milking a cow to generate 24,000 Birr annually • Established a vegetable garden with drip irrigation • Initiated groundwater harvesting • Started a livelihoods learning corner (moulding different materials from stone, soil and other materials for demonstration purpose) • Built a teachers’ staffroom • Started an entirely unique anti drug club, which according to the director is to prevent children from being victimised from such habits due to the location of the school on the border with the military zone where drugs can easily be accessed. The experience of Gerhuseknaye School is by no means unique, and whilst precise data exists on the level of informal replication or ‘spill-over’ of the CHILD approach, in some districts it is known through field visits to run at more than 100 percent of trained schools. Neither is Hawzien unique in its use of CHILD to generate investment by outside NGOs in previously unknown schools. A number of CHILD schools in Amhara have benefitted from new classrooms as a result of independently approaching World Vision, whilst the CHILD team were able to use this demonstration of community commitment to forge programme partnerships with Population Services International (PSI) for the provision of water purification and training and with GTZ for the provision of fuel efficient stoves and training. Beautiful but challenging school locations A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 22
    • CHILD-centred Partnerships CHILD has been designed to act as a platform for creating action-orientated partnerships at every level: from community to strategic policy. Through its collaborative and non-partisan credentials, CHILD encourages organisations to combine their resources in achieving locally-determined objectives. In Ethiopia, CHILD has been the keystone to a number of partnerships at different levels. Community Level At the community level, several schools have mobilised additional resources to support their self-help activities through approaching NGOs such as Mekane Yesus, World Vision and Save the Children. Communities benefit by being more attractive to potential funders because they are organised and committed: NGOs benefit because they can direct their resources into community efforts that fit into a bigger picture and maximise efficiency. Case Study of Damota School Damota School, in Ambassel Woreda of Amhara Region is set on top of an enormous escarpment that towers over the historical village that was the childhood home of the last Empress of Ethiopia. The difficult terrain and soil erosion make both access and rain-fed agriculture extremely perilous. Damota was one of the original schools that inspired and helped develop the CHILD approach. They used the draft idea for the CHILD planning framework to forge a highly productive partnership that transformed the school’s capacity. This involved coordinating community self-help labour with construction materials from a local faith-based NGO and food-aid from a national programme to level the rocky ground and construct brand new classrooms. This is a partnership that would have taken months and months to negotiate at the strategic level, yet the Damota School community demonstrated that it is in fact they who are best-placed to create the necessary synergies on the ground where it really counts. The School has since gone on to create volleyball pitches, latrines, live fencing, roof-water harvesting, composting and school gardens. Programme Level The potential of the CHILD approach to increase impact and success through local mobilisation and empowerment makes it an attractive platform for additional resources. This ensures that any investment in the core implementation of CHILD is multiplied in its effects. Examples of organisations who have built their interventions upon the existing community presence created by CHILD include Project Concern International (PCI) who directed their first Ethiopia PEPFAR funds to CHILD districts in order to enable locally-planned activities designed to support Orphans and Vulnerable Children that had emerged from the CHILD process. UNDP and the Nile Basin Initiative used CHILD as the foundation of their first capacity building initiative to promote environmental education among children living within the Nile Basin. GTZ committed to providing fuel efficient stoves and lifeskills training in selected CHILD schools, as did Population Services International (PSI) with water and sanitation. The local NGO, Mother and Child Development Organisation (MCDO) and UNICEF both took advantage of the CHILD expansion into Somali region to promote gender, HIV and WASH messages among local community members. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 23
    • Case Study of Population Services International (PSI) In 2007, PSI began a programme to provide water and sanitation packages to 40 CHILD schools using joint funding from Proctor and Gamble and the World Food Programme. These packages included deworming tablets, water treatment kits, educational material and lifeskills training. The water treatment kits were tailored to the water conditions of each area, taking advantage of the existing socially marketed products that PSI promotes in Ethiopia, WaterGuard and PUR Purifier of Water. PSI acknowledged the potential of CHILD as an entry point for its social-marketing approach because the framework encourages communities to develop long-term sustainable and practical solutions to its challenges. This includes space for innovative income generation and entrepreneurial promotion. Many rural areas of Ethiopia are only served by their schools and thus there is an opportunity for small school-based shops to not only generate income from socially marketed products to recycle back into the education of a community’s children, but to widen the distribution net of water purification, mosquito repellent or family health technologies. Policy Level CHILD is designed to influence policy level decision making by providing a strong evidence base and an opportunity to filter the experiences of communities up into the consciousnesses of policy makers. It also provides a cross-agency platform to unite multiple organisations around a common pragmatic platform in order to implement strategy: a common concern of national government. In Ethiopia, CHILD has done exactly this in the area of School Health and Nutrition. Currently there is no policy or reference to the school environment in either education policy or structure. The CHILD framework was used to mobilise financial support from Princess Haya of Dubai that allowed the first formation of a SHN policy taskforce and funded a piece of research into the best practices of all the organisations already involved in school health and nutrition in Ethiopia. This seminal report was researched and written by Maria Borisova, now Director of Corporate Affairs at the CHILD Trust and it is still being used by the World Bank today as part of the national nutrition strategy process. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 24
    • Planning resources and technical material CHILD already has an impressive library of Guideline material that has been built up and developed during the pilot phases. This will be extended and improved, including providing additional technical materials for the second generation of CHILD Ethiopia guidelines and producing an international version. Current and planned materials include: CHILD 1 Community Planning Manual (Published) This forms the basis of any CHILD intervention, it includes the 12 Steps to a CHILD plan, suggested activities and essential formats. CHILD 1 Community Planning Toolkit (Published) This supports the CHILD planning process with blank formats for Situation Analyses and detailed explanations of steps such as school mapping. CHILD 1 Planning Support Modules (Published) These provide detailed background information and suggested activities for specific subjects that the community may prioritise but not have sufficient knowledge of to design activities. • HIV/AIDS • Gender • Education • Nutrition • Technical Planning CHILD 2 Planning Manual (Draft Published) Updated and improved version of the CHILD 1 Community Planning Manual • Introduction • Planning Guideline • Training and Management Guideline • Technical Standards Guideline CHILD 2 Activities Manual (Under development) Updated and extensively expanded technical library of material to support CHILD planning. Will replace CHILD 1 Planning Support Modules. • Educational Quality (Includes Gender, Disabilities, Inclusive Education) – Draft Published • School Health and Water (Includes HIV, Sanitation, Malaria) • School Nutrition • Environmental Management • Income Generation CHILD 2 Ready-to-Use Plan (Draft Published) Ready to Use planning formats that overcome shortage of stationary at the local level and ensure RBM data is consistently available. • School Plan • Woreda Plan • Complete CHILD Monitoring and Evaluation System (Planned) • International Versions of the CHILD Manuals (Planned as collaborative work) • Through the Eyes of Children: CHILD Book (Published) • Guidelines for creating additional CHILD add-on modules (Planned) A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 25
    • The technical material for CHILD is built around a modular approach, with core guidelines for the planning approach and additional modules for issue-specific technical guidance. This has a number of advantages: • The ‘essence’ of CHILD can be rolled out rapidly at low cost and additional technical subjects covered as appropriate; • The core planning texts stay the same for all communities, with different add on modules being adopted as necessary; • Technical modules can be updated, added to or removed without republishing the entire set of guidelines; • The approach leaves room for other people and organisations to contribute ‘add- in’ modules or extensions to the existing library and share their ideas. The guidelines act as both an implementation and a training package, although advanced training material will also be developed and shared when needed. Is it envisaged that additional resources will be mobilised to complement the guidelines with videos and radio plays to demonstrate the application of the CHILD approach and give examples of locally-driven self-help activities. CORE Modules ADD-ON Technical Others Modules CHILD concepts; CHILDnet and management Educational quality, ready-to-use skills and tools; including gender and M&E database disabilities tool School Health, 12 Steps CHILD including HIV, water, planning and sanitation and hygiene review approach; Training and Nutrition, including M&E package food security and early for those who childhood care want to use Menus of ideas CHILD for different Environmental activities; management, including sustainable livelihoods Guide to Income generation, writing new Ready-to-Use including life skills and add-on blank CHILD entrepreneurialism modules for planning formats CHILD The proven and improved CHILD 12 Steps planning approach: National Step 1 Step 2 Step 3 development Activating the CHILD Meeting to discuss with Undertaking a District system planning teams possible partners Assessment for CHILD Step 9 Step 10, 11 and 12 Step 4 Quality control and Implementation, monitoring and Introducing CHILD at integrate into Gov. plan reporting, and evaluation and replanning community level Step 8 Step 7 Step 6 Step 5 Making a draft Selecting and designing Situation Analysis Mapping the school and community plan possible activities exercises visualising problems A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 26
    • CHILDnet The concept of CHILDnet is to take advantage of a host of low-cost web-based technologies to provide an integrated communications suite that is not only more efficient and more productive than existing solutions, but can also be easily scaled to provide services to other stakeholders who decide to pilot CHILD. Using web- hosting avoids the need to establish complex and expensive ICT systems in difficult environments and the programming used will purposefully be kept streamlined and efficient to maximise usability in low-connectivity environments. Having one unified information centre for CHILD helps support maximum efficiency in knowledge management and ensures complementarity of different systems. It also allows for decentralised working: enabling more time to be spent interacting with partners rather than confined to central office locations. Different partners will be given access to layers within the CHILDnet system. For example, funders will be able to access real-time geo-synchronised data on monitoring visits, whilst partners piloting CHILD in other countries can be given access to their own area of the monitoring database rather than investing in an expensive new system. CHILDnet will also underpin both the external and internal learning and knowledge management environments, for example through collaborative public working on guideline material and web-logs. It has been known for a long time that emails are not the most efficient communication system within an organisation: absorbing time, compartmentalising information and resulting in long communications chains. CHILDnet will take advantage of wiki technology to create a rich source of internal collaborative communications that will be available to all programme staff. Other long-term problems suffered by development agencies are the problems of learning from information sources such as Field Visit reports. CHILDnet will take advantage of tagging and search technologies developed by the blogging community to make this information accessible, relevant and usable. Proposed features of the CHILDnet system will be*: • Web enabled database to collate and • Learning resources, online courses, process RBM monitoring data event announcements • Collaborative wiki-based internal • Public collaborative guideline revision communications system linked to and suggestions area linked to discussion forums discussion forums • Online newsletters and think-pieces • Outcome Mapping e-journals • Financial and resource tracking systems • Most Significant Change e-journals • Libraries of polices, publications, • Webmail for external and private reports and photos communication • Blog-style tagged field visit reports • CHILD helpdesk and FAQ linked to appropriate wiki pages knowledgebase • Blog-style tagged Board Minutes • Personnel 360 evaluation system • Public blogs from CHILD staff • Case study development pages *All these are available using existing free technologies such as Wordpress, MySQL, WikiMedia, and Joomla. They will, however, require design, adaptation, assembly and hosting as part of the CHILD Trust. The finished system will be continually developed and the code will be made publicly available for other non-profit organisations to benefit. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 27
    • Monitoring and Evaluation Systems Monitoring and Evaluation are built into the very structure of the CHILD Trust, the CHILD Ethiopia Programme and the CHILD planning approach itself. We will take advantage of multiple complementary systems to provide a rich learning and accountability pictures that will feedback into informed development of the organisations and the programme. M&E Systems Community level: • CHILD 12 Steps Planning Approach includes participatory community-led review and replanning process • Most Significant Change story collection, filtering and feedback Programme level: • Logical-Framework Approach real-time RBM data collection and GIS-linked database • Annual qualitative impact assessment Strategic level: • Management performance indicators • Outcome Mapping M&E information pathways Most Significant Change Community-led Review School Communities Annual Assessment Logframe Monitoring Data exchange/Dialogue Local/National Outcome Mapping Government Publications M&E Development database Community CHILD Ethiopia Intl. CHILD Trust Partners CHILDnet CIFF Public A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 28
    • CHILD Trust Phase 1 Outcome Mapping Outcome Mapping is approach first developed by the International Development Research Centre in Canada as an alternative monitoring and evaluation system for high-level programmes which contribute to realising a broader vision. It is primarily a learning tool to improve performance within complex environments where change cannot be easily attributed to any particular actor (such as in realising the MDGs). Outcome Mapping tracks outcome contributions towards realising a vision by measuring the effect an organisation has on its Boundary Partners. Boundary Partners are those groups, organisations or individuals that the programme most directly interacts with. Outcome Mapping is a participatory approach to organisational learning among a group of programme partners and goes beyond impact evaluation to assess the wider influence/contribution of programme. The CHILD Trust will experiment with Outcome Mapping as a supplement to the Management for Development Results system implemented for the CHILD Ethiopia Programme. Vision Sustainable community-based investment irreversibly improves the access to and quality of education, health, nutrition and environment of 10 million children by 2015. Boundary Government of Ethiopia CHILD Ethiopia General public and UN agencies involved in CHILD Trust Partner (Ministry of Education) development community education Progress Proactive community-driven integrated school improvement CHILD demonstration pilots The CHILD approach is Secure core capacity Marker and local development plans are being implemented in half are established in 5 additional effectively mainstreamed into with capability to of primary schools in Ethiopia by 2015 and all by 2020 countries by 2015. three major international implement Phase 2 development strategies or programmes by 2012 Strategies/ • Regular visits to build • Secure core funding • Revised CHILD guideline • Visits and technical support to • Secure Activities working relations • Assistance with library and information various headquarters employment of • Involvement in policy recruitment and systems series published and freely • Visits to country offices, core team and planning dialogue building available online online technical support and • CHILDnet • Independence from • Technical programming • CHILD community email newsletters development and donor groups through and M&E support established as learning • Strong evidence base enable deployment alternative secured • Office equipping and network leveraging of wider support • Technical training funding vehicles • Systems • Joint visits and • Partnership/CHILD strengthening programme Network development • Network development development Tracking Performance, Outcome and Strategy Journals integrated into CHILDnet A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 29
    • CHILD Trust Performance Management Key Indicators Mission “Being accountable to the people we work with, ourselves and those who entrust us with resources; to relentlessly and effectively pursue an irreversible end to the unjust effects of poverty for future generations of children through investment in the capacity and motivation of the communities we work with, the staff we work through and the partners we work alongside.” Objective Indicator Bench- Means of verification† Major strategies* (with annual budget est.) mark Effective 1) % of performance results indicators met by the organisation 90% Annual programme Executive Director (£) implementation review Technical support travel (£) Accountable 2) % evaluations and annual accounts freely available online 100% Website audits Website maintenance (£) Report Printing and Dissemination (£) 3) % of annual general meetings that include participants from 100% Minutes from Annual Annual General Meetings (£) CHILD communities General Meetings Flights/Per Diem for Partners (£) Transparent 4) % annual accounts filed with and accepted by the relevant 100% Internal records and minutes Director Corporate Affairs (£) authorities on time from Board meetings Auditing (£) Sustainable 5) % sites continuing the CHILD planning process 3 years after 75% Periodic impact assessments Impact Evaluation (£)** the programme has exited Consultants for QIA (£) Charitable 6) % of materials and technologies developed by the charity 100% Board of Trustees assessment Biannual Board meetings (£) freely available to the public Director Operations (£) Ethical 7) % reported incidents dealt with according to the 100% Internal records and minutes Induction Training (£) organisational code of conduct to the satisfaction of the Board from Board meetings Solicitors (£) of Trustees Insurance (£) Learning 8) % staff with access to and using an integrated web-based 80% Server login records System creation and deployment (£)** learning and knowledge management system Director Communication (£) Supportive 9) % staff reporting that they are empowered to fulfil their work 90% Annual anonymous staff Director Programme (£) and are rewarded for doing so survey Staff training budget (£) 10) % policies compliant with People in Aid standards 100% Independent dissertation Scholarships for university dissertation (£) Efficient 11) % of work plan activities accomplished as planned 90% Annual work plan review Premises (); Office supplies (£) 12) Ratio actual to planned expenditure 80% Financial management Director CHILD Ethiopia (£) system Accountants (£) Innovative 13) % staff time spent dedicated to developing personal projects 10% Annual staff performance ICT (£) reviews Library (£) Responsive 14) % evaluation and audit recommendations implemented 90% Annual work plan review Annual report production and dissemination according to agreed management plan of action (£) * Strategies are a combination of activities and process. ** Indicates one-of cost. † Tracked through dedicated secure database on CHILDnet. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 30
    • CHILD Ethiopia Programme Results Framework GUIDING VISION Millennium Development Goals and the Convention on the Rights of the Child IMPACT 1) 250,000 IMPACT 2) 250,000 IMPACT 3) 250,000 children of primary children of primary children of primary school age are school age are school age are sustainably accessing experiencing growing up in primary education in improved quality supportive and 10 districts of and relevance of entrepreneurial Ethiopia by 2012 primary education communities in 10 in 10 districts of districts of Ethiopia Ethiopia by 2012 by 2012 OUTCOME 1.1) OUTCOME 1.2) OUTCOME 2.1) OUTCOME 2.2) 10 OUTCOME 3.1) OUTCOME 3.2) 500 primary schools 500 primary schools 250,000 children are Woreda (district) 500 communities 250,000 children are proactively enrol are practicing and attending primary Educational Boards are actively building engaging in active and ensure further developing schools that reach are actively significant increases efforts to protect attendance of inclusive education WHO minimum coordinating efforts in traditional and and improve their school age children by 2012 standards for to address new social solidarity natural environment in their communities environmental educational quality mechanisms by 2012 by 2012 by 2012 health by 2012 improvement by 2012 PROCESS 1.1) PROCESS 1.2) 3 PROCESS 2.1) PROCESS 2.2) 10 PROCESS 3.1) PROCESS 3.2) Parliamentary Regional education Ministry of Woreda Councils Community based Ministry of education law bureaux formally Education integrates are annually holding social networks are Education national enshrines the adopt inclusive School Health and Woreda Education officially recognised curricula includes responsibility for education policies Nutrition into Boards accountable by 10 Woreda environmental school directors to by 2012 formal education for educational administrations by education in ensure enrolment policy by 2012 quality by 2012 2012 primary schools by and attendance by 2012 2012 OUTPUT 1.1.1) 500 OUTPUT 1.1.2) 500 OUTPUT 1.1.3) 500 OUTPUT 1.2.1) 500 OUTPUT 1.2.2) 500 OUTPUT 1.2.3) 500 OUTPUT 2.1.1) 500 OUTPUT 2.1.2) OUTPUT 2.2.1) 10 OUTPUT 2.2.2) 10 OUTPUT 2.2.3) 500 OUTPUT 3.1.1) 500 OUTPUT 3.1.2) 500 OUTPUT 3.2.1) 500 OUTPUT 3.2.2) schools maintaining schools undertaking communities value schools are communities are communities schools are actively 250,000 primary Woreda (district) Woreda Education Parent Teacher schools are actively communities are schools are Agricultural records of outreach to families education for their promoting equal undertaking supporting access to implementing school school children Education Boards Boards have Associations are implementing plans actively maintaining maintaining extension workers community children of school age children access for girls and activities to support school for children improvement plans receiving hygiene are actively established working actively reviewing to increase parental new or environmental in 10 Woredas children boys Orphans with disabilities education at school undertaking partnerships with education standards involvement in strengthened social demonstration (districts) are educational civil society in their schools school life bodies dedicated to lessons and facilities actively involved in development organisations local development for school children educational forums mapping • Impact will be measured by a combination of Impact Evaluation and Most Significant Change. • Outcome, Process and Outputs will be measured through a combination of Stratified Joint Follow-up Visits fed into a real-time database, Annual Qualitative Assessments, Social Networks Analysis, and direct reporting. A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 31
    • Intervention logic of the CHILD Ethiopia Programme: Realising the Rights of the Child in primary education through enhanced social networks We will spare no effort to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty, to which more than a billion of them are currently subjected. We are committed to making the right to development a reality for everyone and to freeing the entire human race from want. (Millennium Declaration) We reaffirm that children have a right to enjoy a healthy environment for the realisation of their physical, mental and spiritual well-being. Equally, they have a duty to participate in activities that rehabilitate or protect the environment (Africa Fit for Children, Cairo Declaration and Plan of Action) The intervention logic of the CHILD Programme is to use participatory and ground-up approaches to achieve outcomes that are embedded in the in the Millennium Development Goals and Convention on the Rights of the Child. The MDGs provide the mandate for action; the CRC provides the standards for this. The real time monitoring system will track indicators at output and outcome level. Risk indicators will also be tracked. In this instance, Outcome Results refer to human rights standards and Process Results refer to human rights principles. We have chosen to measure Process at outcome level rather than activity level because it is a demanding measure that ensures sustainable behavioural or institutional change has resulted from our intervention strategy. Performance Assessment Systems for CHILD Ethiopia Programme: All made available through CHILDnet Impact Assessment Outcome, Process and Output Assessment Impact Evaluation Most Significant Change Stratified Joint Follow-up Visits Annual Qualitative Assessment Direct reporting Learning orientated impact Ongoing collation and processing Ongoing visits to schools and Periodic intensive qualitative real- • Additional data evaluation and performance audit of MSC stories to give a rich government offices according to a time evaluations allowing for performance during the mid-phase of the picture of CHILD impacts and schedule derived using PPS. Data investigation into areas of interest tracking expanded CHILD Ethiopia develop learning case studies. collection methods include: or concern programme. • Checklists • Participatory Also envisaged is a PhD level thesis • Triangulated Interviews • Focus areas/issues on CHILD sustainability 3 years • Focus Groups • Social Network Analysis after exit. • Direct Observation Published and released online Newsletter and Annual Report GIS–Linked Database, Tagged Field Reports and Annual Report A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 32
    • Mandate CHILD intervention logic Standards for intervention Millennium Impact Outcomes* Processes* Outputs by 2012 Convention on the Rights of the Rights Development (Change in (Change in inst. or (Enshrinement of (Change in assets or Child (Human Rights Standards) Logic Goals (Mandate) realisation of Rights) behaviour) Human Rights) services) To ensure that, by 1) 250,000 children of 1.1) 500 primary 1.1) Parliamentary 1.1.1) 500 schools Article 28 compulsory and free basic education The Right to Education: Every child has a right to the same date primary school age are schools proactively education law maintaining records of 1. States Parties recognize the right of [2015], children sustainably accessing enrol and ensure enshrines the community children the child to education, and with a view everywhere, boys primary education in 10 attendance of school responsibility for 1.1.2) 500 schools to achieving this right progressively and and girls alike, will districts of Ethiopia by age children in their school directors to undertaking outreach on the basis of equal opportunity, they be able to complete 2012 communities by 2012 ensure enrolment and to families of school shall, in particular: a full course of attendance by 2012 age children (a) Make primary education compulsory primary schooling 1.1.3) 500 communities and available free to all; and that girls and value education for (e) Take measures to encourage regular boys will have equal their children attendance at schools and the reduction access to all levels of 1.2) 500 primary 1.2) 3 Regional 1.2.1) 500 schools are of drop-out rates. education. schools are practicing education bureaux promoting equal access and further developing formally adopt for girls and boys Article 23 inclusive education by inclusive education 1.2.2) 500 communities 1. States Parties recognize that a 2012 policies by 2012 are undertaking mentally or physically disabled child activities to support should enjoy a full and decent life, in Orphans conditions which ensure dignity, 1.2.3) 500 communities promote self-reliance and facilitate the supporting access to child's active participation in the school for children community. with disabilities *Indicators relate to Respect Protect and Fulfil A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 33
    • Mandate CHILD intervention logic Standards for intervention Millennium Impact Outcomes* Processes* Outputs by 2012 Convention on the Rights of the Rights Development (Change in (Change in inst. or (Enshrinement of (Change in assets or Child (Human Rights Standards) Logic Goals (Mandate) realisation of Rights) behaviour) Human Rights) services) To ensure that, by 2) 250,000 children of 2.1) 250,000 children 2.1) Ministry of 2.1.1) 500 schools are Article 24 conducive to learning, including appropriate curricula and non-discrimination The Right in Education: The right to a school environment that is the same date primary school age are are attending primary Education integrates actively implementing 1. States Parties recognize the right of [2015], children experiencing improved schools that reach School Health and school improvement the child to the enjoyment of the highest everywhere, boys quality and relevance of WHO minimum Nutrition into formal plans attainable standard of health and to and girls alike, will primary education in 10 standards for education policy by 2.1.2) 250,000 primary facilities for the treatment of illness and be able to complete districts of Ethiopia by environmental health 2012 school children rehabilitation of health. a full course of 2012 by 2012 receiving hygiene 2. States Parties shall pursue full primary schooling education at school implementation of this right and, in and that girls and 2.2) 10 Woreda 2.2) 10 Woreda 2.2.1) 10 Woreda particular, shall take appropriate boys will have equal (district) Educational Councils are annually (district) Education measures: access to all levels of Boards are actively holding Woreda Boards are actively (e) To ensure that all segments of education. coordinating efforts to Education Boards undertaking society, in particular parents and address educational accountable for educational children, are informed, have access to To provide special quality improvement by educational quality by development mapping education and are supported in the use assistance to 2012 2012 2.2.2) 10 Woreda of basic knowledge of child health and children orphaned Education Boards have nutrition, the advantages of by HIV/AIDS. established working breastfeeding, hygiene and partnerships with civil environmental sanitation and the society organisations prevention of accidents; 2.2.3) 500 Parent Teacher Associations Article 29 are actively reviewing 1. States Parties agree that the education education standards in of the child shall be directed to: their schools (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential; *Indicators relate to Respect Protect and Fulfil A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 34
    • Mandate CHILD intervention logic Standards for intervention Millennium Impact Outcomes* Processes* Outputs by 2012 Convention on the Rights of the Rights Development (Change in (Change in inst. or (Enshrinement of (Change in assets or Child (Human Rights Standards) Logic Goals (Mandate) realisation of Rights) behaviour) Human Rights) services) To develop and 3) 250,000 children of 3.1) 500 communities 3.1) Community based 3.1.1) 500 schools are Article 29 democratic values education and its effect on society, including shared The Right through Education: refers to the outcome of implement strategies primary school age are are actively building social networks are actively implementing 1. States Parties agree that the education that give young growing up in significant increases in officially recognised by plans to increase of the child shall be directed to: people everywhere a supportive and traditional and new 10 Woreda parental involvement in (d) The preparation of the child for real chance to find entrepreneurial social solidarity administrations by school life responsible life in a free society, in the decent and communities in 10 mechanisms by 2012 2012 3.1.2) 500 communities spirit of understanding, peace, tolerance, productive work. districts of Ethiopia by are actively maintaining equality of sexes, and friendship among 2012 new or strengthened all peoples, ethnic, national and religious To promote gender social bodies dedicated groups and persons of indigenous equality and the to local development origin; empowerment of 3.2) 250,000 children 3.2) Ministry of 3.2.1) 500 schools are (e) The development of respect for the women as effective are engaging in active Education national maintaining natural environment. ways to combat efforts to protect and curricula includes environmental poverty, hunger and improve their natural environmental demonstration lessons disease and to environment by 2012 education in primary and facilities for school stimulate schools by 2012 children development that is 3.2.2) Agricultural truly sustainable. extension workers in 10 Woredas (districts) are actively involved in educational forums *Indicators relate to Respect Protect and Fulfil A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 35
    • Results Logical Framework and Monitoring Matrices Impact will be measured through periodic programmatic qualitative impact analyses undertaken by CHILD Ethiopia, the results of which will be shared with contributing organisations. Outcome will be measured through annual sampled qualitative assessments. Outputs will be continuously tracked through field visits. Risk indicators will be continuously monitored for early detection of programmatic threats. The Obligation to Respect -- requires the duty-bearer to refrain from interfering directly or indirectly with the enjoyment of the right The Obligation to Protect – requires the duty-bearer to take measures that prevent third parties from interfering with the enjoyment of the right The Obligation Fulfill – requires the duty-bearers to adopt appropriate legislative, administrative, budgetary, judicial, promotional, and other measures towards the full realization of the right OR to directly provide assistance or services for the realization of the right Impact 1) 250,000 children of primary school age are sustainably accessing primary education in 10 districts of Ethiopia by 2012 Result Rights Indicator* Baseline Target Means of Strategies** Notes Logic (gender disaggregated) verification (with budget estimate) Outcome Respect # school communities reporting 0 Annual qualitative Duty Bearer is the school, 1.1) 500 primary institutional barriers to assessment embodied by the teachers. schools proactively education for any child enrol and ensure Protect # schools holding community 500 Annual qualitative attendance of conversations on barriers to assessment school age children education in their Fulfil Net enrolment rate Grade 1-4 90% Annual qualitative communities by Attendance rate Grade 1-4 80% assessment and 2012 EthioInfo Risk Humanitarian emergencies n/a n/a OCHA Briefings Natural and anthropogenic Principle Respect Parliamentary law passed Yes Negarit Gazette Duty Bearer is the 1.1) Parliamentary through constitutional legal Government of Ethiopia, education law process through the Ministry of enshrines the Protect Education Law is applicable to Yes Negarit Gazette Education. responsibility for all people and organisations in school directors to Ethiopia ensure enrolment Fulfil Education law includes Yes Negarit Gazette and attendance by responsibility for school 2012 directors to ensure attendance Risk Non-democratic political change n/a n/a News media A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 36
    • Output # schools in programme areas 500 Stratified joint follow- 1.1.1) 500 schools maintaining with annually updated lists of up visits: checklist records of community children children in the community for use in ensuring on-time enrolment in primary Grade 1 Output # schools undertaking home 500 Stratified joint follow- 1.1.2) 500 schools undertaking visits to households of children up visits: triangulated outreach to families of school reaching school age interviews age children Output # school communities reporting 500 Stratified joint follow- 1.1.3) 500 communities value increased value of education for up visits: focus education for their children their children groups Outcome Respect % children with disabilities 0% Annual qualitative Duty Bearer is the school, 1.2) 500 primary reporting acts of institutional assessment embodied by the teachers. schools are discrimination in the classroom practicing and Protect # anti-AIDS clubs undertaking 500 Annual qualitative further developing community outreach education assessment inclusive education Fulfil # schools with institutionalised 500 Annual qualitative by 2012 inclusive education policy assessment Risk Supportive federal policy n/a n/a Policy dialogue Ministry of Education environment engagement Principle Respect # regional education bureaux 3 Annual qualitative 1.2) 3 Regional with inclusive education policies assessment education bureaux Protect % claims of exclusion made to 100% Annual qualitative formally adopt the bureaux under the policy assessment inclusive education fully followed up. policies by 2012 Fulfil # woreda education offices with 10 Stratified joint follow- at least one member of staff up visits: triangulated trained in the inclusive education interviews policy Risk International trend towards n/a n/a Policy dialogue Low risk, although name for another approach distracts engagement inclusive education might education policy making change A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 37
    • Outputs Mean gender parity index 1 Stratified joint follow- Baseline extrapolated from 1.2.1) 500 schools are up visits: checklist Welfare Monitoring Survey promoting equal access for girls and boys Outputs # school communities reporting 500 Stratified joint follow- 1.2.2) 500 communities are self-help activities or up visits: triangulated undertaking activities to support partnerships targeted at assisting interviews Orphans orphans Outputs # school communities reporting 500 Stratified joint follow- 1.2.3) 500 communities self-help activities or up visits: triangulated supporting access to school for partnerships to improve access interviews children with disabilities for children with disabilities * Gender disaggregated data is by sex, economic status and age group (as appropriate). ** Strategy is a combination of activities and process A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 38
    • Impact 2) 250,000 children of primary school age are experiencing improved quality and relevance of primary education in 10 districts of Ethiopia by 2012 Result Rights Indicator* Baseline Target Means of Strategies** Notes Logic (gender disaggregated) verification (with budget estimate) Outcome Respect # woredas with agreed 10 Stratified joint follow- Duty bearer is the school 2.1) 250,000 minimum standards that are in up visits: checklist children are line with WHO attending primary recommendations schools that reach Protect % school improvement plans 0 50% Stratified joint follow- WHO minimum that include local NGOs up visits: checklist standards for working in the environmental environmental health sector health by 2012 Fulfil # schools reaching 10 point 0 500 Annual qualitative priority checklist on assessment environmental health based on WHO standards Risk Population pressure and chronic n/a n/a Education sector joint underinvestment prevent review missions substantial progress Disaster n/a n/a OCHA briefing Principle Respect Formal school health and no yes Policy dialogue Duty bearer is the Ministry 2.1) Ministry of nutrition policy exists of Education Education Protect School health and nutrition no yes ESDP IV document integrates School explicitly integrated into Health and Education Sector Development Nutrition into Plan IV formal education Fulfil School health and nutrition has no yes ESDP IV document policy by 2012 budget allocated against it in ESDP IV Risk Political instability A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 39
    • Output # schools demonstrating 500 Stratified joint follow- 2.1.1) 500 schools are actively implementation of at least one up visits: checklist implementing school activity from a school improvement plans improvement plan Output # schools giving hygiene 500 Stratified joint follow- 2.1.2) 250,000 primary school education to all students up visits: triangulated children receiving hygiene interviews education at school Outcome Respect # woredas with consolidated 0 10 Stratified joint follow- 2.2) 10 Woreda CHILD plans up visits: checklist (district) Protect % woredas integrating activities 0 100% Stratified joint follow- Educational from consolidated CHILD plans up visits: triangulated Boards are actively into district annual development interviews coordinating plans efforts to address Fulfil # woredas with budgets 0 10 Stratified joint follow- educational quality allocated to activities in up visits: checklist improvement by consolidated CHILD plans 2012 Risk Restructuring dismantles WETB n/a n/a Regular contact with structure local staff Principle Respect # woreda councils hearing 10 Stratified joint follow- 2.2) 10 Woreda reports on educational quality up visits: triangulated Councils are each year interviews annually holding Protect # WETB complaining of 0 Stratified joint follow- Woreda Education outside influence on the council up visits: focus group Boards deliberations on quality accountable for Fulfil # WETB with a list of feedback 10 Stratified joint follow- educational quality recommendations derived from up visits: triangulated by 2012 council deliberations interviews Risk Poor decentralised capacity not n/a n/a World Bank reports adequately addressed Outputs # woredas with up-to-date 0 10 Stratified joint follow- 2.2.1) 10 Woreda (district) educational development maps up visits: checklist Education Boards are actively undertaking educational development mapping A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 40
    • Outputs # woredas consolidated CHILD 0 10 Stratified joint follow- 2.2.2) 10 Woreda Education plans that include at least one up visits: checklist Boards have established CSO working partnerships with civil society organisations Outputs % PTAs reporting having 100% Stratified joint follow- 2.2.3) 500 Parent Teacher discussed and reviewed up visits: focus group Associations are actively teaching-learning standards at reviewing education standards least once in the past 6 months in their schools A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 41
    • Impact 3) 250,000 children of primary school age are growing up in supportive and entrepreneurial communities in 10 districts of Ethiopia by 2012 Result Rights Indicator* Baseline Target Means of Strategies** Notes Logic (gender disaggregated) verification (with budget estimate) Outcome Respect % PTAs reporting that 0% Annual qualitative 3.1) 500 interference from within the assessment communities are community prevented realisation actively building of planned CHILD activities significant Protect % PTAs reporting that 0% Annual qualitative increases in interference from outside the assessment traditional and new community prevented realisation social solidarity of planned CHILD activities mechanisms by Fulfil # communities reporting 500 Annual qualitative 2012 strengthened social networks assessment: social networks analysis Risk Major political upheaval n/a n/a News media Principle Respect # woreda official development 0 10 Stratified joint follow- 3.1) Community plans making reference to up visits: triangulated based social community level social networks interviews networks are Protect % community social networks 90% Annual qualitative officially associated with CHILD assessment recognised by 10 reporting working relationships Woreda with relevant local government administrations by staff 2012 Fulfil # woreda directing official 10 Annual qualitative development budget to activities assessment implemented by community social networks Risk Political pressure relating to n/a n/a Regular contact with power structures local staff A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 42
    • Output # school communities where 0 500 Stratified joint follow- 3.1.1) 500 schools are actively parents report increased up visits: focus group implementing plans to increase involvement in school life parental involvement in school life Output # PTAs reporting that their 0 500 Stratified joint follow- 3.1.2) 500 communities are communities have social up visits: focus group actively maintaining new or networks that have undertaken strengthened social bodies more activity in the current year dedicated to local development than previous Outcome Respect % schools with school garden or 0 60% Annual qualitative 3.2) 250,000 environmental demonstration assessment children are activities engaging in active Protect % schools with a agricultural 0 50% Stratified joint follow- efforts to protect extension worker actively up visits: triangulated and improve their involved in school life interviews natural Fulfil % children reporting 0 75% Annual qualitative environment by involvement in natural resources assessment 2012 management activities Risk Overburdened DAs n/a n/a Local contacts Principle Respect Environmental curricula exists yes Ministry of Education 3.2) Ministry of Protect Environmental education is no yes ESDP IV document Education national included in ESDP IV curricula includes Fulfil Official textbooks exist that yes Ministry of Education environmental include environmental material education in Risk Curriculum changes too rapidly n/a n/a UNESCO primary schools by for textbook production 2012 Outputs % schools undertaking practical n/a 60% Stratified joint follow- 3.2.1) 300 schools are sessions for students in school up visits: triangulated maintaining environmental gardens interviews demonstration lessons and facilities for school children A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 43
    • Outputs # WETB that include at least 1 0 10 Stratified joint follow- 3.2.2) Agricultural extension DA up visits: triangulated workers in 10 Woredas interviews (districts) are actively involved in educational forums A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 44
    • Joseph Barnes, Founding Director Children in Local Development 37 Admiral House, Willow Place London SW1P 1JW United Kingdom joseph@iod.uk.com Tel: +44 (0)782 794 3070 (Mobile) Skype name: joe_joe_live www.child-online.com The CHILD Trust is a non-profit organisation bespoke proposals available on request