Pestalozzi Children‘s Foundation emPower 2012

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

2. Programme Tuesday, August 21, 5th day • 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

3. Objectives of the Day PCM module: Logframe and Action Plan • 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

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

7. Project Phase (3 years) Outcome: How to make an Action Plan?

8. Exercise: The Action Plan of your organisations • 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. • 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 EducationThe 4As accessible: no gender / disability discriminination, marginalised schools adaptable accessible available acceptable adaptable: needs of children/society, local context 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 Availability– 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– 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 – 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? Adaptability– 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:

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.