This document provides an overview of Cecilia Öman's work developing and implementing the Action10 strategy for international development. The strategy focuses on equal partnership, needs-driven programs, real-time evaluation planning, and the "Ten Actions" which include sustainability, capacity building, knowledge sharing, and visibility. Öman shares lessons learned from 40 years of aid including the importance of local ownership. Monitoring and evaluation tools like outcome journals, strategy maps, and revision journals are presented to track progress towards goals for boundary partners like vulnerable children in Togo.

1. Evaluation
Planning

2. Sharing of material
 This material was developed by
Assoc. Professor Cecilia Öman,
Founder and President of Action10
 The material is available for sharing,
and please acknowledge the author
Cecilia Öman

3. Content
1. Reflections on Lessons Learnt from 40 years of Aid
2. Action10 Strategy and the Ten Actions
3. Evaluation Planning
Cecilia Öman

4. Lessons Learnt
From 40 years of Aid
1. Coca-Cola versus Aid
2. Development program ownership
Cecilia Öman

5. Coca-Cola versus Aid
Coca-cola can offer a softdrink
in places
where
Aid programs cannot provide safe drinking water

6. Coca-Cola Aid industry
1. Real-time customer surveys 1. The customers are the donors
2. Partner up with local Report to the donors at the
entrepeneurs end of the project
3. Positive marketing 2. Full external funding
Donor driven, short-term
projects
3. Present beneficiaries as weak
Cecilia Öman

7. Ownership in the classic the Aid industry
Ownership
Inputs Activities Outputs Cecilia Öman
Outcomes Impacts

8. The ownership in Action10 programs
Local stakeholder’s ownership remains constant and high
Ownership
Inputs Activities Outputs Cecilia Öman
Outcomes Impacts

9. The Strategy
Action10 has developed
and implemented
a unique strategy for
international development
The SEEDS

10. SEEDS
Sustainable
Effective
Efficient
Development
Strategy

11. The Ten Actions

12. 1. Needs driven program
2. Equal partnership
3. Real-time evaluation planning
4. Strategic partnership
5. Institutional capacity
6. Sustainable economy
7. Quality values
8. Resilience
9. Knowledge sharing
10.Visibility

13.  ... these are not empty words ...
 ... it is reality and put into actual practice ...
 ... as people are suffering unnessesarily ...

14. Evaluation Planning
Address
Outcome
and
Impact
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15. 1. Identify the dream of the Boundary Partner
2. Identify the challenges to reach this dream
3. These challenges dictates the Action10 Strategy Map
4. The challenges are also translated into indicators
5. Real-time monitoring, evaluation and redesign
Cecilia Öman

16. Real-time

17. Example
Education for
vulnerable children
in Togo
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18. Vision
Togo is not suffering from illiteracy. All children go to school
and primary and secondary school is free. The Togolese
children are trained to be good leaders. The vulnerable
children have a good and free life and benefit from the
support they need, including good health care, education and
food and the parents care for them. Amusement activities are
arranged for the children. The children have time to do their
homework and they are not tired.
Cecilia Öman

19. Mission
The educational system is strengthened at all levels.
School opportunities are provided to neglected children.
Education is provided on children’s rights and on justice.
The parent or the caring family are educated to
become involved, to support and to encourage the
children. Literate persons living close to the children are
appointed to help with homework. The community is to
put in place strategies to promote themselves. The
healthcare system is improved.

20. Who is the Boundary Partner?
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21. Boundary Partners
1.Vulnerable children
not going to school
2.Teachers of
the vulnerable
3.Families of
vulnerable children

22. Boundary Outcome challenges
Partner
Vulnerable
children

23. Boundary Outcome challenges
Partner
Vulnerable The children have enough of nutritious food to never go hungry and
children to be in good health. The children are going to school as long as they
want, the school fee is always paid for and they have access to the
required school uniform and the necessary school material. The
children have access to good school buildings and furniture. They
get support with doing their homework and have access to light, so
that they can easily follow the education and manage the exams.
The children are living comfortably in a caring atmosphere, they
have good clothes and good sleeping conditions. The children have
access to safe drinking water, good sanitation facilities and health
care. They are well aware about how to manage their hygiene. The
children know about the children’s rights and live under conditions
were their rights are always properly addressed.

24. Boundary Progress markers
Partner Level 1 Level 2 Level 3
Vulnerable The school fees are paid. The children have access to reading The children have a good
Children The children have access to pen, books and book for mathematics. schoolbag.
pencil, writing books and eraser. Teachers give homework support All children manage all exams.
. twice a week. They have access to light, which is
generated by solar energy.

25. Boundary Progress markers
Partner Level 1 Level 2 Level 3
Vulnerable The children have birth The children have access to reading The children have a good
Children certificates books and book for mathematics. schoolbag.
School fees are paid. Teachers give homework support All children manage all exams. They
The children have access to pen, twice a week. The results are have access to light, which is
pencil, writing books and eraser. recorded by the school director. The generated by solar energy.
homework records are filed in a The children eat three times a day.
The children eat once a day. special book for each child.
Each child has a medical book The children are provided with the
The children eat twice a day. necessary medical drugs and visit
which is managed by the school
director. A nurse is visiting twice a month the hospital when required.
and does basic health check-ups. The children have access to
Sensitisation programs on
children’s rights are provided in The children never spend time on ecological sanitation toilets. They
each school twice a month. Each the teacher’s farms and corporate know how to manage the toilets
child has access to a birth punishment is never used. and how to generate compost.
certificate. Compost and urine are used in
agriculture.
Each child has access to a
constructed class room and a Children are educated in right and
bench. She shares the bench with wrong by other means than by
one other child. beating them.

26. Boundary Partners Strategy maps
Causal Persuasive Supportive
Vulnerable Children
Aimed at Individual Boundary
Partner
Aimed at the Boundary Partner’s
Environment

27. Boundary Partners Strategy maps
Causal Persuasive Supportive
OEVs / Children
Aimed at Individual Pay school fees Provide sensitisation Provide food
Boundary Partner programs. Twice a month.
Buy school uniforms Provide health care and
and school items Provide home work keep medical records
support sessions and keep
home work records
Aimed at the Build VIP toilets in Provide light Provide school buildings
Boundary Partner’s school
Proved training on VIP Provide benches
Environment
toilets
Monitor if schoolchildren
are working on teachers
farms, or if collective
punishment or beating is
used.

28. Monitoring

29. Outcome journal
 The progress of boundary partners towards
the achievement of outcomes
 What progress markers have been achieved?
 What evidence demonstrates this change in
behaviour, action, or relationship?
Cecilia Öman

30. Boundary Partner: For example RESEARCHERS
Participants in the assessment Who, when
Scores 1-5 (1= Low, 5 = High)
Level 1 1 2 3 4 5 Explanation of the rating
The school fees are paid.
The children have access to pen, pencil,
writing books and eraser.
Level 2

31. Level 1 - More easy to achieve Year 1 Year 2 Year 3 Year 4
1 The school fees are paid for 1 5 5 5
2 The children have access to pen, pencil, writing books 1 5 5 3
and eraser
3 The children eat once a day 1 2 2 5
4 Each child has a medical book 1 1 1 2
5 The children's medical books are managed by the school 1 1 1 1
director
5 Sensitisation programs on children’s rights are arranged 1 2 3 1
in each school every three months
6 Each child has access to a birth certificate 1 1 3 3
7 Awareness rising on the importance of birth certificates 1 2 2 1
are arranged twice a year. The responsible adults to all
children attend
8 Each child has access to a constructed classroom 2 3 3 3
9 Each child has access to a school bench and she shares 1 1 1 1
the bench with not more than one other child.

32. Level 2 Year 1 Year 2 Year 3 Year 4
1 The children have access to reading books 1 5 5 5
2 The children have access to books for mathematics 1 5 5 5
3 Schoolbooks are well protected 1 1 1 1
4 Teachers give homework support twice a week 1 1 1 5
5 The results from school work sessions are recorded by 1 5 5 1
the school director
6 The homework records from the home work sessions are 1 1 1 2
filed in a special book for each child
7 The children eat twice a day 1 1 3 5
8 A nurse is visiting twice a month and does basic health 1 1 1 1
check-ups
9 The children never spend time on the teacher’s farms 1 1 3 3
10 Physical punishment is never used 1 2 4 4
11 Corporate punishment is never used 1 1 1 1

33. Level 3 Year 1 Year 2 Year 3 Year 4
1 Each child has her own schoolbag of good quality 1 5 5 3
2 All children manage all exams 1 4 4 4
3 They have access to light to facilitate doing homework 1 3 3 2
4 The children eat three times a day 1 1 2 2
5 The children are provided with the necessary medical 1 1 1 1
drugs
6 The children visit the hospital when required 1 1 1 1
7 The children have access to toilets in school 1 1 1 1
8 The children manage their hygiene. 1 1 1 1
9 Children are educated in right and wrong by other means 1 2 4 4
than physical violence

34. Monitoring
 Outcome journal
 Performance journal
 Strategy journal
 Economy journal
 Institutional journal
 Redesign journal

35. Performance journal
 The internal performance of the program.
 What mix of strategies are we employing?
 Are our partners satisfied?
Cecilia Öman

36. Strategy journal
 The program’s functioning as an organisational unit
 Is proper equal partnership kept?
 Do we have national ownership?
 Are we coordinating with all relevant strategic partners
 Are we collaborating well?
 Are we learning from experience?
 Are we sharing knowledge?
 Is the project/program is visible?
 Are the SEEDS principles addressed fully in all situations

37. Economy journal
 The sustainability of the economy
 Is the financial administration and accounting of
high quality?
 Are the procedures efficient?
 Is the economy sustainable?
Cecilia Öman

38. Institutional journal
 The institutional capabilities of the partner
organisations to host the program
 Are the SEEDS principles addressed fully in all situations
 Do the program partner’s institutions have capacity to
manage the project/program
 Do the program partner’s institutions have capacity to
manage international development programs in general
Cecilia Öman

39. Revision Journal
 Keep track of revisions made
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40. Evaluation
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41. Evaluation
 Evaluation Issue
 Date (start & finish)
 Who will use the evaluation? How? When?
 Questions
 Information sources
 Evaluation methods
 Who will conduct and manage the evaluation?
 Cost

42. Redesign
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43. Redesign
 Work Dating from/to: Period in time
 Contributors to Monitoring Update: Names
 Parameter to be changed
 Compile old text versus new text
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44. Conclusion...
Equal Partnership
....is the key!
Cecilia Öman

45. Programs
 Ongoing  Design phase
 Togo  Kenya and Nepal
 Education  Sanitation in schools
 Women Cooperativs  Burkina Faso
 Small Scale Businesses  Pesticide
management
 Finance accounting  Communication
 Nigeria and Madagascar  Colombia
 Scientific equipment  Pollution Prevention

46. Thank you for showing interest!
Would you like
to walk this road
together with us?
You are welcome 
www.Action10.org Cecilia Öman