1) The Rural and Semi-Urban IGA project aims to empower women and youth in rural Swaziland by facilitating income generating activities and skills training to improve livelihood security.
2) The project will establish 5 training centers, provide vocational and entrepreneurship training to 1,000 beneficiaries, and empower 500 women and 500 youth with life skills training.
3) The project expects that over 90% of beneficiaries will improve their standard of living, 80% will increase their livelihood incomes after 3 years, and over 40% of women and youth will engage in income generating activities after receiving training.
5 The Logical Framework - a short course for NGOsTony
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
There is a handout to go with this module, a Logframe with blanks. http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Powerpoint presentation for WUSC's Vocational Training for Afghan Women Project (VTAWP) project - in connection with the Afghanistan Challenge campaign. A tool for WUSC Local Committees to use to inform and engage campus communities. [ENG]
5 The Logical Framework - a short course for NGOsTony
A series of modules on project cycle, planning and the logical framework, aimed at team leaders of international NGOs in developing countries.
There is a handout to go with this module, a Logframe with blanks. http://www.slideshare.net/Makewa/exercise-watsan-logframe-with-blanks
Powerpoint presentation for WUSC's Vocational Training for Afghan Women Project (VTAWP) project - in connection with the Afghanistan Challenge campaign. A tool for WUSC Local Committees to use to inform and engage campus communities. [ENG]
Dairy hubs in East Africa: Lessons from the East Africa Dairy Development pro...ILRI
Presentation by Isabelle Baltenweck and Gerald Mutinda at a 'livestock live' talk held at the International Livestock Research Institute (ILRI) Nairobi campus on 26 June 2013.
Bal-Mahila Vikas Samiti : VAMA impact study of Micro Finance initiatives by S...Nishant Doorwar
VAMA is a non profit organisation started in 1988 in gwalior by Mr. Indra Bhushan Verma and this is a major organisation working in the field of women empowerment, micro finance and rural health services.
Assessing the impact of a global health MOOC/OER Sally Parsley
Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
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SECTION 5: ENTRY-LEVEL SPECIALTY AREAS – COLLEGE COUNSELING AND STUDENT AFFAIRS
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E. COLLEGE COUNSELING AND STUDENT AFFAIRS
Students who are preparing to specialize as college counselors and student affairs professionals will demonstrate the knowledge and skills necessary to promote the academic, career, personal, and social development of individuals in higher education settings. Counselor education programs with a specialty area in college counseling and student affairs must document where each of the lettered standards listed below is covered in the curriculum.FOUNDATIONS
history and development of college counseling and student affairsstudent development theories relevant to student learning and personal, career, and identity developmentorganizational, management, and leadership theories relevant in higher education settingsprinciples of student development and the effect on life, education, and career choicesassessments specific to higher education settingsCONTEXTUAL DIMENSIONS
roles and settings of college counselors and student affairs professionalsroles of college counselors and student affairs professionals in relation to the operation of the institution’s emergency management plan, and crises, disasters, and tr ...
Dairy hubs in East Africa: Lessons from the East Africa Dairy Development pro...ILRI
Presentation by Isabelle Baltenweck and Gerald Mutinda at a 'livestock live' talk held at the International Livestock Research Institute (ILRI) Nairobi campus on 26 June 2013.
Bal-Mahila Vikas Samiti : VAMA impact study of Micro Finance initiatives by S...Nishant Doorwar
VAMA is a non profit organisation started in 1988 in gwalior by Mr. Indra Bhushan Verma and this is a major organisation working in the field of women empowerment, micro finance and rural health services.
Assessing the impact of a global health MOOC/OER Sally Parsley
Presentation to OER Global 18, Delft, 24th April 2018 presenting an update on work so far and plans for assessing the impact of a global health MOOC/OER.
Username or Email Address
Password
Remember Me
Quick LinksFind an Accredited Program2016 CACREP StandardsCACREP Policy DocumentResources for Applying for CACREP AccreditationAccreditation ManualsCACREP/CORE Merger InformationTeam Member FormsFeesCACREP Connection Newsletter
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Contact UsSitemapLoginCACREPHomeNews and EventsAll NewsEventsValue of AccreditationUnderstanding AccreditationWhy should I choose an accredited program?Why should my program seek accreditationFederal RegulationsNational CertificationState RegulationsFor StudentsWhy Become a Professional Counselor?Finding a CACREP ProgramGetting Licensed After You GraduateRegistry of Undergraduate Rehabilitation ProgramsStudent FAQsFor ProgramsInformation for Program LiaisonsAccreditation ManualsResources for Applying for CACREP Accreditation2016 CACREP StandardsCACREP Accreditation FeesInternational Program ApprovalProgram FAQsFor Team MembersInformation for Team MembersResources for Team MembersBecoming a CACREP Team MemberTeam Member FAQsAbout CACREPCACREP/CORE Merger InformationBoard of DirectorsCHEA RecognitionPublicationsResearch CornerIssues In Counselor Education
CACREP > Standards > SECTION 5: ENTRY-LEVEL SPECIALTY AREAS – COLLEGE COUNSELING AND STUDENT AFFAIRS Get InvolvedReceive our E-Updates
Sign up for our e-newsletter.
Email: * Required
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Resources
2016 CACREP Application (PDF)
2016 CACREP Standards (PDF)
CACREP Policy Document (PDF)
CACREP Accreditation Manuals
Consultant Considerations
Information for Programs Accredited Under the 2009 Standards
CORE Standards
SECTION 5: ENTRY-LEVEL SPECIALTY AREAS – COLLEGE COUNSELING AND STUDENT AFFAIRS
PRINT
E. COLLEGE COUNSELING AND STUDENT AFFAIRS
Students who are preparing to specialize as college counselors and student affairs professionals will demonstrate the knowledge and skills necessary to promote the academic, career, personal, and social development of individuals in higher education settings. Counselor education programs with a specialty area in college counseling and student affairs must document where each of the lettered standards listed below is covered in the curriculum.FOUNDATIONS
history and development of college counseling and student affairsstudent development theories relevant to student learning and personal, career, and identity developmentorganizational, management, and leadership theories relevant in higher education settingsprinciples of student development and the effect on life, education, and career choicesassessments specific to higher education settingsCONTEXTUAL DIMENSIONS
roles and settings of college counselors and student affairs professionalsroles of college counselors and student affairs professionals in relation to the operation of the institution’s emergency management plan, and crises, disasters, and tr ...
1. Rural and Semi-Urban IGA project especially for Women and Youth (RSU-IGAP)
Funding by Swaziland Government and European Commission (EU Development Funds-EDF (10th Phase))
Project Logical Framework
Summary Objectively Verifiable Indicators Means of Verification (MoV) Assumptions
(OVIs)
Objective/Goal: More than 90% of target Final evaluation report -
Empowerment of women and youth in rural beneficiaries are leading better life
and semi-urban domain in Swaziland, and and got chance to next level of
improvement of their livelihood security education and training
through IGAs and assets accumulation and
entitlement to basic services.
Purpose: More than 80% of targeted Quarterly progress report Community receive (CBOs)
Facilitated targeted community people in beneficiaries increased their Annual report the ownership of the institute
income generation activities (IGA) through livelihood income after three years. Enrollment report and resource centers
skill & entrepreneurships development and More than 70% targeted Case studies
establish their rights and access to basic beneficiaries practice their rights Midterm evaluation report
services through awareness raising and More than 40% of targeted women Regular monitoring report
improving collective strength through and youth will involved in IGA after
institution building. getting training
Outputs: Quarterly progress report Administration will permit to
1. 05 training centres and resource centres Functional 02 training and Annual report establish Training and
established. resource centres. School enrollment report resource centers
2. TOT to 80 trainers among the community TOT 100% within 6 months after Case studies
organization (i.e. school teacher, NGOs the project operation. Midterm evaluation report
staffs) by supporting Local and International st
40% women and youths in 1 Training reports
organization nd
year, 60% in 2 year. Meeting resolution
3. 1000 beneficiaries (women and youth) 1st
40% women in year, 60% in
received financial management and small 2nd
year received IGA and
entrepreneurship training. financial management skills
4. Five hundred women and five hundreds training.
youth empowered with life skills training. 80% of targeted women engaged
6. Thousand women and youths enhanced with IGAs after completion the
livelihood skills and access to better training.
management capacity to run smoothly their
IGAs as well as HHs.
Activities Inputs Quarterly progress report Furniture and logistics supplied
Set up Training and resource centres enrollment report/attendance and cleared in time
2. Produce Training materials Education materials Case studies
Provide Vocational Skill Development Training materials Midterm evaluation report
Training Furniture and stationary Training reports
Training on Selection, Planning and Meeting resolution
Management of IGAs.
Provide TOT to teachers/NGOs staff
Organize advocacy campaign
Formation of Centre Management
Committee (Community Peoples)
Arrange groups and stakeholders
awareness meeting
Conduct Baseline Survey and Poverty
Profile