1. Pestalozzi Children‘s Foundation emPower 2012 Project Cycle Management (PCM) Logframe & Action Plan Lecturer: Rahel Hürzeler

2.  Review of yesterday by the students  Objectives of the day  Exchange of Experience: How to plan activities?  Introduction PCF Template Action Plan  Link from Logframe to Action Plan  Individual work: Critical analysis of an existing Action Plan of your organisation  Group work: Example Action Plan Ethiopia Programme Tuesday, August 21, 5th day

3.  You reflect why it is important to plan activities in a project  You know the PCF template Action Plan  You understand the link between a Logframe and an Action Plan  You are able to critically reflect and to give recommendations for an Action Plan  You are able to elborate an Action Plan Objectives of the Day PCM module: Logframe and Action Plan

4. Exchange of Experience Why shall we plan activities in a project? How do you plan your activities? What kind of tools/documents you know to plan activities?

5. Working with project planning software (e.g. MS Project)

6. Working with Gant Charts Gantt Chart Hibret project 2012-2014 Activities 201220132014 123412341234 Output 1: The 6 Primary schools offer a child friendly and safe school environment conducive for learning Operational Agreement with Zone Finance and Economy, Education, and Health Departments Formulate concept on WASH (in school hand wash and hygiene) in 6 schools in teamwork with a Wollin project and follow up its implementation Construct 6 pit latrines separate for boys and girls in the 6 project schools Integrate wash facilities with the pit latrines in the 6 partner schools Establish 3 water points and hand wash facilities for 6 schools Facilitate awareness training on hand wash and school hygiene for students and parents Facilitate health check-up for 600 preschool children bi-annually and provide basic medicines based on prescriptions Organize preschool children mothers to facilitate nutrition services for preschoolers Construct 3 pedagogical resource centres (PRC) and furnish & equip 6 PRC at school level Construct 2 Library rooms and furnish and equip 6 librarie Construct 1 laboratory room and furnish and equip 6 laboratories Renovate and equip 25 classrooms 1.Equip and furnish the existing educational resource centre at project level in Debre Birhan

7. Project Phase (3 years) Outcome: How to make an Action Plan? Output 1: InputsInputs Activities:ResponsibilityTiming (month(s) & duration) Resources (financial, human resources, infrastructure, etc.) 1. 2. Output 2: InputsInputs Activities:ResponsibilityTiming (month(s) & duration) Resources (financial, human resources, infrastructure, etc.) 1. 2.

8. Exercise: The Action Plan of your organisations 1)Individual Work (15 min): Study the Action Plan of your organisation (or the Action Plan of your colleagues organisation). Identify questions, difficulties and critical points with regard to this Action Plan. 1)Group work (15 min): Discuss the Action Plan with your colleague. Ask you questions and elaborate together recommandations to adapt/improve the Action Plan.

9. Questions and discussion emPower 2012

10. Questions and discussion emPower 2012

11. BACKUP emPower 2012

12. OVI SMART Indicators  Objective Verifiable Indicators  Specific, Measurable, Accessible, Realistic, Time-Bound

13. Indicators for Quality Education The 4As adaptable accessible available acceptable adaptable: needs of children/society, local context accessible: no gender / disability discriminination, marginalised schools acceptable: relevant content, quality teaching, child participation, child protection, participation in curricula elaboration available: safe buildings, transport, sanitation facilities, school in rural areas

14. What are the 4As? Initiated by the former UN Special Rapporteur on the Right to Education, Katarina Tomaševski → Right to Education AvailabilityAvailability – that education is free and government-funded and that there is adequate infrastructure and trained teachers able to support education delivery. Is education available – in terms of human resources and equipment – in a way that corresponds to real needs? Accessibility Accessibility – that the system is non- discriminatory and accessible to all, and that positive steps are taken to include the most marginalised. Is education accessible to all? Acceptability Acceptability – that the content of education is relevant, non-discriminatory and culturally appropriate, and of quality; that the school itself is safe and teachers are professional. Is the educational system accepted by the populations concerned: are they in agreement with the form of education? AdaptabilityAdaptability – that education can evolve with the changing needs of society and contribute to challenging inequalities, such as gender discrimination, and that it can be adapted locally to suit specific contexts. Is education adaptable to the different needs and circumstances of students and learners?

15. Indicators for the 4As  In 2010 a list of more than 200 indicators for the following categories was elaborated: Governance Framework AvailabilityAccessibilityAcceptabilityAdaptability Normative framework Educational policy Plan of action Monitoring Budget International assistance and cooperation Early childhood care and education Primary education Secondary education + TVE Tertiary education + TVE Fundamental Education Adult basic and literacy education Educational and vocational information and guidance Private Schools Closing schools School infrastructure Working conditions of teachers Physical obstacles Economic obstacles Administrative obstacles Gender obstacles Socio-cultural obstacles Out-of-school Children Skills Tolerance Qualification of teachers Gender Discipline Religion Language Child labour Child soldiers Minorities Persons with disabilities Prisoner Armed Conflict

18. Individual work: Plan the activities for an output Time: 40 minutes Imagine a project in your country working with primary schools to enable them to provide quality education to children. Output 3 is about strengthening teacher to develop strong pedagogical and subject competencies and to apply these competencies in the classroom. Plan 7-10 activities for output 3. Make sure that you reach output 3 with the planned activities.