3. • Outcome Budgeting is a comprehensive management
system
– Used inter-changeably with Results-Based Management
(RBM) or Managing for Development Results (MfDR) approach
• Benefits of Outcome Budget or RBM
– Improves internal management
– Share successes and win public support
– Accountability (Results as important as processes)
Why Outcome Budget?
Traditional
Management Approach
Focused mainly on
inputs and activities.
Asks: “Did they do it?”
Results-Based Management
Approach
Focus on the results obtained
rather than just on the inputs used
or the activities conducted.
Asks: “So what?”
5. Stages of any Project/Scheme
Inputs Outputs Outcomes
Long-term
Goals/Impact
What are the
resources used
–funds, staff,
equipment,
curriculum, all
materials
Tangible
products or
services
produced as
a result of the
Project
Short-term
behavioral
changes that
result from the
outputs –
uptake of
services
Long-term
changes that
result from
outcomes – the
final result of the
Project
E.g. Funds for
computer lab in
schools
allocated,
Staff
sanctioned
- Computers
purchased and
installed in
schools
- Staff positions
filled
- Number of
children using
computer lab
- Avg. time per
child using
computer lab
- Increase in
computer
literacy
- Increase in
learning
achievement
THEORY OF CHANGE
6. Stages of any Project/Scheme
Inputs Outputs Outcomes
Long-term
Goals/Impact
What are the
resources used
–funds, staff,
equipment,
curriculum, all
materials
Tangible
products or
services
produced as
a result of the
Project
Short-term
behavioral
changes that
result from the
outputs –
uptake of
services
Long-term
changes that
result from
outcomes – the
final result of the
Project
Traditional M&E
Results-Based M&E
Attribution Gap
7. • Indicators are signals of change, measures of
progress
• Pick SMART indicators
– Specific - Ask (answer) one question at a time
– Measurable - Quantifiable, accurate, unambiguous
– Attributable - Is it attributable to your programme?
– Realistic - Is this the most relevant and practical indicator
given the needs
– Targeted – should be specific about the targeted
population/area
Choosing Indicators
8. Choosing SMART Indicators
Specific: measure as closely as possible what is intended to measure
Measurable: clear and unambiguous about what is measured
Outcome Indicator
Parents insure that 1.Increased utilization of clinics
children get treatment for 2. Increased use of malaria
Malaria drugs
2. % of health centers with availability of drugs
1. % of health centers without stock out of drugs x, y & z for
more than a week at a time
Which indicator is
more specific ?
Which indicator is
measurable ?
9. Choosing SMART Indicators
2. HIV prevalence among the total population
1. HIV prevalence among 15-24 year old pregnant women
1. Percent increase in employment
Realistic: data obtained at reasonable cost with enough frequency
Which
indicator is
more
realistic?
Targeted: it should be specific about the targeted population/area
2. Percent increase in employment of graduate of technical
training center X in the first year after completion of training.
Which indicator
is targeted ?
1. Life expectancy
Attributable: attributable to the project’s or program’s efforts
2. % of children fully immunized at 1 year
Which indicator is
attributable ?
10. Detailed Template for Use in Outcome Budget
2017-18
Name of
Programme
/Scheme
Progra
mme
Object
ive
Quantifiable Deliverables
OUTPUTS OUTCOMES
Indicator
Descriptio
n
Base-
line
03/17
Target
03/18
Frequ
ency
Indicator
Descriptio
n
Base-
line
03/17
Target
03/18
Frequ
ency
Annexure IVA
At departmental level, maintain at least two more columns against
each indicator:
• Data source (MIS, internal survey, external survey etc.)
• Responsibility for data collection
11. Detailed Template for 2017-18: Example
Quantifiable Deliverables
OUTPUTS OUTCOMES
Indicator
Description
Base-
line
03/17
Target
03/18
Freq
uenc
y
Indicator
Description
Base-
line
03/17
Target
03/18
Freque
ncy
Schools with
CCTV
cameras
0 200 Q Improvement
in teacher
scores
20% Q
Teacher
feedback
reports/mth
0 8000 Q
Name of Programme: Installation of CCTV cameras in schools
In Outcome Budget 2015-16, OUTCOME has been defined as
- To provide better academic atmosphere for students
12. Detailed Template for 2017-18: Example
Quantifiable Deliverables
OUTPUTS OUTCOMES
Indicator
Description
Base-
line
03/17
Target
03/18
Freque
ncy
Indicator
Description
Base-
line
03/17
Target
03/18
Frequen
cy
Sections of
skywalks
constructed
0 5 Q Weekly
average use of
skywalk by
pedestrians
0 20,000 Q
Maintenance
staff posted
110 1000 Q
Name of Programme: Building of Skywalk at ITO
13. Implementing
Outcome Budgeting
• Step 1: Finalize list of output and outcome indicators and
targets for 2017-18
• Full draft from departments
• Review and feedback by Planning dept
• Final draft from departments with baseline/target data
• Step 2: Linking outcome indicators with long-term goals
• Step 3: Quarterly monitoring of indicators against targets
Editor's Notes
To get your started, left go over a definiation:
DYNAMIC, LIVING document, COME BACK to during the course of your evaluation, INTEGRATED
Theory of change is an on-going process of reflection to explore change and how it happens – and what that means in a particular context, sector, and/or group of people.
Bring in example of education – before I jump into another long example, let’s just think about a remedial education example for instance – I want to identify the causal pathway from how I get from gathering resources to run my program, actually delivering these classes to students on the ground, and then getting to seeing changes in behavior – are the students paying better attention, showing up to class more often, and does this then lead to children learning more
This sequence or chain of thought forms my causal hypothesis
To get your started, left go over a definiation:
DYNAMIC, LIVING document, COME BACK to during the course of your evaluation, INTEGRATED
Theory of change is an on-going process of reflection to explore change and how it happens – and what that means in a particular context, sector, and/or group of people.
Bring in example of education – before I jump into another long example, let’s just think about a remedial education example for instance – I want to identify the causal pathway from how I get from gathering resources to run my program, actually delivering these classes to students on the ground, and then getting to seeing changes in behavior – are the students paying better attention, showing up to class more often, and does this then lead to children learning more
This sequence or chain of thought forms my causal hypothesis
Now, if to map this causal pathway to a theory of change – we can break it down to four parts, beginning with
Inputs- Trained teachers, teaching materials
Outputs – Teachers conduct the classes as planned, students attend classes and participate as intended
Intermediate outcomes, softer changes – students begin showing interest in what is being taught, student learning/knowledge begins to increase
Goal, what we’ve been working towards, our intended result of the programme – Student learning improves
Components:
Activity versus outputs: Output is the good or service delivered as a result of the Programme; activities support outputs but cannot alone deliver outcomes
Intermediate versus high level outcomes: Example: student knowledge has increased is IO, but a stronger economy because of higher educated workforce is a high level outcome. IO will lead to HLO
