MoitoringandEvaluation 28feb06

Regional Capacity
Building Workshop on
Child Rights Based
Monitoring and Evaluation
Tools and Mechanisms
REPORTED BY
Bandana Shrestha
Glenda Giron
REVIEWED BY
Ravi Karkara
Shyamol Choudhury
EMPTY PAGE
Regional Capacity
Building Workshop on
Child Rights Based
Tools and Mechanisms
REPORTED BY
Bandana Shrestha
Glenda Giron
REVIEWED BY
Ravi Karkara
Shyamol Choudhury
The vision
Save the Children works for:
- a world which respects and values each child
- a world which listens to children and learns
- a world where all children have hope and opportunity
The mission
Save the Children fights for children’s rights.
We deliver immediate and lasting improvements to children’s lives worldwide.
© 2006 Save the Children Sweden
This publication is protected by copyright. It may be reproduced by any method without

fee or prior permission for teaching purposes, but not for resale. For use in any other
circumstances, prior written permission must be obtained from the publisher.
First Published 2006
Published by
Save the Children Sweden

Regional Programme for South & Central Asia
c/o Save the Children UK
Lalitpur, GPO Box: 5850, Kathmandu, Nepal
Office: 00977-1-5531928/9
Fax: 00977-1-5527266
Email: infosavethechildren.org.np
www.rb.se
Concept: Shyamol Choudhury and Bandana Shrestha

Design, Layout and Printing: Format Printing Press, Kathmandu, Nepal
CONTENTS
Acronyms & Abbreviations vii

Preface ix
Acknowledgments xi
Executive Summary xiii
Background xxi
CHAPTER ONE
Introductions and Expectations 1
CHAPTER TWO
Child Rights Principles 5
z The Basic Concepts of Child Rights Programming 6
z Implications of Child Rights Approach to Programming 10
CHAPTER THREE
Save the Children's Global Impact Monitoring Framework 15
z The Dimensions of Change 15
z The Dimensions of Change and Monitoring & Evaluation of
Programmes 16
z Importance of the Dimensions of Change 16
III
REGIONAL CAPACITY BUILDING WORKSHOP ON CHILD RIGHTS
BASED MONITORING AND EVALUATION TOOLS AND MECHANISMS
CHAPTER FOUR
Monitoring and Evaluation 21
z Monitoring as a Continuous Process 21
z Process Monitoring 21
z Impact Monitoring 22
z Understanding Evaluation 22
z Formative Evaluation 23
z Summative Evaluation 23
CHAPTER FIVE
Logical Approach to Planning 25
z Elements of Logic Based Planning 25
z Key Approaches to Planning 25
z Common Challenges in Planning 26
CHAPTER SIX
Monitoring and Evaluation System Development Process 29
z Major Steps in Monitoring and Evaluation System 29
CHAPTER SEVEN
Bringing Global Impact Monitoring into the Project Matrix 33
z Definitions 33
z Output and Immediate Objectives 34
z Difficulties in Developing the Five Dimensions of Change based
on 'Output' and 'Immediate Objective' 38
z Revising Immediate Objectives and Outcomes 40
CHAPTER EIGHT
Developing Indicators 41
z CRP Based Indicators at Output and Immediate Objective Levels 41
z Child Led Indicators 45
IV
CHAPTER NINE
Baseline and Situation Analysis 49
z Difference between Situation Analysis and Baseline 49
z Use of Baselines 50
z Issues in Baselines 50
z When and How to Do a Baseline 51
CHAPTER TEN
Management Information System 53
z What is MIS - Concept and Definition 53
z Stages of MIS Development 54
CHAPTER ELEVEN
Panel Session on Financial Management 59
CHAPTER TWELVE
Monitoring and Evaluation Plans 63
CHAPTER THIRTEEN
Group Action / Follow-Up 65
ANNEXES
z Agenda 69
z Participants List 71
z Briefs of Projects/Programmes of Save the Children
& Partners: How Topics from Workshop are Used or Implemented 75
V
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ACRONYMS &
ABBREVIATIONS
CRC Convention on the Rights of the Child

CRP Child Rights Programming
GIM Global Impact Monitoring
LAP Logical Approach to Programming
LFA Logical Framework Analysis
M&E Monitoring and Evaluation
MIS Management Information System
NFE Non Formal Education
OOPP Objectives Oriented Project Planning
RBA Rights Based Approach
RBM Results Based Management
VII
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PREFACE
The Convention of the Rights of the Child (CRC) clearly obliges the State Parties
and other duty bearers to put into place a mechanism through which the
implementation of children's rights can be monitored and evaluated. However,
more than one and a half decades have passed since ratification of the CRC by
nearly all the world's governments but no practical tools for rights based
monitoring and evaluation have yet been made available for programme
implementers.
In this context, Save the Children Sweden Regional Programme for South &
Central Asia has initiated intensive work on developing child rights based
monitoring and evaluation mechanisms and building the capacity of rights based
organisations to use the rights based tools for monitoring and evaluation.
Although monitoring and evaluation have conventionally been part of programme
implementation by development agencies, monitoring and evaluation have not
necessarily been based on child rights principles. However, considerable
development has been achieved in this area by the development of the Global
Impact Monitoring (GIM) approach spearheaded by Save the Children-UK. The
dimensions of change in the GIM are based on the Child Rights Programming
approach.
To explore how Save the Children members were applying various monitoring
and evaluation tools, methods, mechanisms and processes Save the Children
Sweden organised a regional workshop in October, 2004, in Kathmandu.
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Based on the participants' recommendations a second workshop was organised in

New Delhi from 25-29 July 2005. This workshop explored practical rather than
theoretical applications of monitoring and evaluation.
The purpose of this report is to encompass the proceedings of the workshop and
to bring to light the challenges and opportunities involved in applying rights based
monitoring and evaluation. Moreover it presents various methods, which can
minimise the challenges for effective programme implementation.
We hope that this report will provide a comprehensive narration of the workshop
proceedings that can guide participants back to the workshop contents and
thereby strengthen the learning. We also hope that this report will help a larger
audience to develop an overall understanding of rights based monitoring and
evaluation.
Lisa Lundgren
Regional Representative
South and Central Asia
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ACKNOWLEDGMENTS
I am delighted to take this opportunity to cordially thank all workshop

participants for making this workshop a success. The participants were Save the
Children staff and partners, other rights based organisations and practitioners
from Afghanistan, Bangladesh, India, Nepal, Pakistan, Senegal and Thailand. Save
the Children Sweden staff members in the Regional Programme worked hard to
organise this event. In particular, thanks are due to our Administrative Consultant
Ms. Anju Pradhan for her excellent handling of the logistics and to Tom Gurung
and Neeraj for providing essential support.
First of all I would like to express my deep gratitude to Jay Wisecarver, the lead
facilitator of the workshop. Not only did Jay provide the overall facilitation, but
he has also been one of the key actors for the whole journey of Rights Based
Monitoring and Evaluation. We are grateful to Herluf G. Madsen, Regional
Representative of the Save the Children Sweden South East Asia and the Pacific
office, for providing Jay Wisecarver as lead facilitator for the workshop. Special
thanks are also due to the Save the Children Sweden-Denmark office for
providing Gaziul Hassan Mahmood as the Technical Resource person. Mr.
Hassan did an excellent job in introducing the overall concept of M&E.
Cordial thanks go to Mr. Mehmood Asgar, the Country Manager of Save the
Children Sweden, Pakistan for his valuable input as well as for his excellent
facilitation of the session on Financial Monitoring.
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We pay thanks and express our gratitude to Bandana Shrestha and Glenda Giron
for documenting the workshop and presenting this excellent report, which we
believe is an invaluable input in the emerging areas of Rights Based Monitoring
and Evaluation. Cordial thanks are also due to Ms. Helen Banos Smith of Save
the Children UK.
We gratefully recall Lena C. Karlsson of Save the Children Sweden Headquarters,

who has contributed greatly to developing the concept of Rights Based
Monitoring and Evaluation.
I had the pleasant experience of overall coordinating the design, facilitation and
reporting of the workshop with extensive support from Ravi Karkara, the
Regional Programme Manager. Lastly, we highly appreciate his continuous
guidance and support in furthering Rights Based M&E.
Shyamol A. Choudhury
Regional Advisor, Child Rights Programming
Regional Programme for South and Central Asia
Save the Children-Sweden
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EXECUTIVE SUMMARY
Regional Capacity Building Workshop on

Child Rights Based Monitoring & Evaluation
25th - 29th July 05, New Delhi, India
JOURNEY TOWARDS THE PROCESS OF DEVELOPING CHILD

RIGHTS BASED MONITORING & EVALUATION
As a member of International Save the Children Alliance, Save the Children
Sweden is committed to facilitating the empowerment of children as right holders
and social actors entitled to claim their rights.
Save the Children has been facilitating the process of child rights agencies to
transform their programmes from a 'needs based approach' to a 'child rights
based approach' for the recognition of the rights of the child. Before this change
can materialise, a shift must occur in the conventional means of dealing with
programming. The practice of the rights based approach to development is the
language of claim, law, legitimacy and accountability. When a rights based
approach is adopted, it alters how children are perceived in the development
arena - from beneficiaries to rights holders. Experience suggests that the resulting
changes in the perception of children and childhood appear to be conducive to
the advancement of children's rights.
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Save the Children acknowledges that various conventional Monitoring and

Evaluation (M&E) systems and mechanisms which are already in use are not based
on a child rights programming perspective; therefore, such approaches fail to
adequately assess the level of impact programmes and projects have on the lives of
children. For this reason, Save the Children Sweden initiated a comprehensive
process of revisiting and reconstructing the conventional monitoring and evaluation
system through discussions, workshops and by developing tools and methodology.
This process began with a Child Rights Based Monitoring and Evaluation
Regional Workshop in Kathmandu in October, 2004. During the workshop, Save
the Children Alliance members and partners engaged in in-depth discussion on
how to develop and use methods and tools on Child Rights Based Monitoring and
Evaluation, including those of child led indicators. At the end of the workshop a
decision was made that the thinking process must be taken forward and further
conceptualised with adequate follow up measures.
NEW EFFORTS TO BUILD CAPACITY
As suggested during the initial workshop, Save the Children continued its efforts
and endeavours to further the work in Child Rights Based M&E by holding a
second Regional Capacity Building Workshop on Child Rights Based Monitoring
and Evaluation in New Delhi, India from 25 - 29 July, 2005. This five-day training
workshop was organised in response to issues addressed in the first workshop and
the increasingly pressing need to build capacity and strategic development work in
the area of child rights based M&E mechanisms and tools across the South and
Central Asia region within the larger framework of Child Rights Programming
work. Thirty participants from Afghanistan, Bangladesh, Nepal, India, Pakistan, Sri
Lanka, Thailand, and Senegal took part in the workshop.
A major objective of this workshop was to initiate the integration of a CRP based
monitoring and evaluation system and mechanisms across programmes with the
application of various M&E tools, methods, mechanisms, and processes that will
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feed into the larger CRP programme cycle for effective programming and impact.
Additionally, this workshop aimed to introduce participants to understanding
rights based M&E mechanisms including tools, approaches and systems as well as
child led indicators, and their application in programmes. An overall goal was for
participants to use what they learned at the workshop to evolve a regional and
country strategic framework and to develop country action plans that would
integrate child rights based M&E as an in-built programme component.
Moreover, the workshop aimed to further generate, exchange, and explore ideas
that may strengthen good practices of tools and approaches to Rights Based
The main themes of this workshop encompassed the Child Rights Programming
Cycle and its key principles, Global Impact Monitoring (GIM) and its
Dimensions of Change, the concepts and process stages of Monitoring and
Evaluation (M&E) systems, Logical Approach to Programming (LAP), and tools
and methods that include child led indicators. It was also important to ensure that
participants understood the difference between the 'rights based approach' and
other 'needs based approaches' as well as the significance of incorporating
baselines and situation analysis into monitoring and evaluation.
To continue the work initiated in the last workshop, an overview of the Child
Rights Programming (CRP) cycle and its key principles was necessary. This not
only provided a review but also served as an introductory piece for many
participants who had not previously been exposed to this approach. The
workshop emphasised that CRP must be defined by a broad goal, guided by
general principles, based on good programming principles, fostered by strong
linkages and above all, must be in the best interest of the child.
Anchored in the process initiated by Save the Children UK on assessing the

impact of their work with children through the use of a rights based framework
called Global Impact Monitoring, the Monitoring and Evaluation System
Development Process was introduced both in theory and hands-on. Practical
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group exercises facilitated the understanding and demystification of this topic,

which is often perceived as a task exclusively for experts. In addition, a detailed
introduction was provided to the elements of M&E such as developing outcomes,
formulating immediate objectives, indicators and baselines, and possible tools.
The discussion also included the processes of the Logical Framework Analysis
(LFA) and the design of Management Information Systems (MIS). The need to
develop rights based indicators that take into account the principles of
transparency and accountability to the stakeholders and rights holders (including
children) for financial monitoring was stressed through a panel discussion on
Programme Financial Monitoring.
KEY LEARNING POINTS
Through interactive discussions and cooperative thinking groups, participants

identified some key learning points of the workshop.
The five Dimensions of Change are usually reflected in programmes. At times,

however, if the programme activities are short term, they may not necessarily fit
into one or more of the GIM Dimensions of Change. In this case, the main issue
to consider is the impact the activity may have on the lives of children in order to
determine if such activity is conducive to one or more Dimensions of Change.
M&E is essential to strengthening organisational learning and increasing

programme effectiveness while impacting directly on the lives of children and
indirectly on communities. To create an effective, sustainable Monitoring and
Evaluation system a core group must be formed that is trained in the process and
work needed to take the five Dimensions of Change M&E plan forward.
Furthermore, it was stressed that monitoring and evaluation is a continuous on-
going process that starts at the beginning of the Child Rights Programming cycle
and carries on throughout the life of the programme or project. Moreover,
positive outputs do not always entail improvements in children's lives. For
example, increased school attendance does not necessarily mean that children
learn more or have access to quality education.
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Considerable discussion centred on whether qualitative or quantitative indicators

should be utilised in formulating child rights based indicators. The issue of
subjectivity was also discussed in detail. The conclusion was that both types of
indicators should be utilised in assessing impact. There are no standardised
formats or rules. Sound judgement needs to be employed when deciding to assess
'impact'; hence the importance of a core group of staff who are trained with
sound knowledge and experience in monitoring and evaluation.
When reporting is done using numbers (proportions, percentages, or absolute

numbers) reference should always be made to a baseline (i.e. how the situation
was before the intervention) or the characteristics of the overall population. A
comprehensive situation analysis may substitute for a baseline (only to an extent)
but a baseline cannot be a substitute for a situation analysis.
ISSUES OF CONCERN AND RECOMMENDATIONS
Several issues and suggestions surfaced during the workshop in areas related to
M&E as well as to the five Dimensions of Change and CRP. Through small and
large group discussions and feedback from the training team, most issues were
either resolved or brought to the surface for farther analysis and discussion. The
participants' diverse backgrounds, content knowledge and experience levels on
topics such as CRP and M&E and LAP had to be taken into account, and the
diversity made the CRP working team's successful accomplishment of all
workshop objectives a very challenging task. Only some participants had any
exposure to the concepts mentioned above, and only very few had read the
Convention on the Rights of the Child (CRC) in the past thirty days.
The following is a list of the most pressing issues raised and resolved through
interactive discussions and CRP working team clarifications during the workshop:
Clarification was sought on Rights Based Goals on Child Rights programming

approaches, which have target goals of 100% rather than an 'achievable' figure
(i.e. of say 70%) since most programmes are unable to meet such goals. The
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important thing to keep in mind is that CRP provides a setting in which the ultimate
rights based goal is 100%, but this is a long term goal.
There appears to be an erroneous perception regarding the five Dimensions of

Change and CRP as two different approaches. In reality, five Dimensions of
Change has been developed based on CRP principles, so the Dimensions of Change are
another attempt to ensure that programmes are CRP based. Because the Dimensions of
Change mainly focus on positive impact and on key processes leading to change, it is
more practical to think of Child Rights Programming in terms of the Dimensions of
Change when working on Child Rights Based Monitoring and Evaluation Systems.
Participants faced difficulties when attempting to develop the five Dimensions of

Change based 'outputs' and 'immediate objectives', so a need was felt for a
working definition to measure 'positive change'. Determining the right activity is
often difficult. For example, 'advocacy' could be an objective or an output, but it
could also be seen as an activity. To address this concern, the facilitators stated that
finding a balance between specificity and generality and articulating change is
important when developing immediate objectives. Also, one needs to think in terms of
'ensuring' or 'as something that has already been achieved' when stating immediate
objectives.
Participants were interested in developing child led indicators, which should be

developed by children. But few M&E exercises truly work with children to
develop indicators. Furthermore, the role of girls and boys using participatory
monitoring and evaluation techniques needs to be further strengthened. Save the
Children Sweden has not been completely able to incorporate children's participation
in developing indicators or even in all parts of the planning and implementation of
activities, but the organisation is working towards this and hopes to involve children
in the process of developing and identifying child led indicators, among other stages of
programme development.
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It was concluded that further consideration for future work in Child Rights Based
Monitoring and Evaluation was needed in the following areas:
z Though the issue of Child Protection is implicitly found within each
Dimension of Change, a more explicit connection should be made. This topic

needs further work since most participants had the impression that it was not
included in GIM.
z There is an urgent need to generate a common perception of the child rights
based Monitoring and Evaluation framework. This requires intensive work on

both the theoretical construction level and the practical application level.
FOLLOW-UP ACTION PLAN
Many child rights organisations tend to follow the common practice of working in
isolation, making it very difficult to create links with other agencies that share
similar objectives. Thus, keeping the learning network alive is extremely
important. Striving to keep the network alive, the workshop participants as well
as the CRP working team agreed upon the following action plan:
z The creation of an e-mail helping group list called MnE_CRP

(MnE_CRP@yahoogroups.com), which will focus on Monitoring and
Evaluation issues. At country level, exchanges of practices can also be shared
through this e-mail helping group.
z Gaziul Hassan, with support from Shyamol Choudhury, will be the focal
resource person for inquiries and clarifications related to Child Rights Based
z Participants currently working in Bangladesh and West Africa will share
information and documents related to Monitoring and Evaluation with the rest
of the workshop participants.
z As a long term plan that needs to be further discussed, a Follow-Up Meeting
and/or Workshop is envisioned for the near future.
z There are plans for country level capacity building workshop in both regions.
SCS Southeast Asia and the Pacific Regional Office plans to organise a similar
workshop in November in Bangkok.
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z Save the Children will make a tool kit on child rights based monitoring and
evaluation as part of the earlier tool kits developed to further child rights.
These include a training manual on child rights programming, tool kit 1 on
situation analysis and tool kit 2 on strategic planning. The other planned tool
kits include one on partnership and rights based programme management in
2006.
z A regional publication on facilitating changes in lives of girls and boys is
planned for 2006.
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BACKGROUND
Save the Children Sweden is facilitating the process of recognising children as

social actors and realising/claiming their rights. It has been facilitating and
supporting development agencies to move from a need based approach to a child
rights based approach for advancing children's well-being. This process however,
demands a shift in the conventional ways of dealing with programming. The
practice of the rights based approach to development is the language of claim, the
language of law and of legitimacy - accountability. When a rights based approach
is adopted, it alters how children are perceived in the development arena. The
resulting changes in the perception of children and childhood seem to have
contributed to the advancement of children's rights.
Child Rights Programming (CRP) means incorporating the child rights principles
in the programme cycle including in the situation analysis, planning,
implementing, monitoring and evaluating. At the outset, Save the Children
Sweden Regional Programme for South and Central Asia programming strategy
emphasised the need for furthering capacity and strategic development work on
child rights based Monitoring and Evaluation (M&E) mechanisms across the
region within the larger framework of Child Rights Programming work in the
region. This development is also grounded on the need to assess, from a rights
perspective, the impact of work that Save the Children members and their
partners are having on the lives of children. Currently there is a need to establish
processes within Save the Children and its partners' ongoing programmes where
boys and girls from diverse backgrounds can play an active role in assessing the
XXI
impact of such programmes, thereby strengthening the accountability of Save the

Children and its partners towards children.
To address the felt need to bring the rights perspective to M&E, Save the
Children Sweden has initiated a process of revisiting and reconstructing the
conventional M&E system through discussion, workshops and by developing tools
and methodology. As part of this process a five-day training workshop was held in
Delhi, India from 25-29 July 2005. Thirty participants from the following
countries and organisations attended the workshop.
Afghanistan: Save the Children UK

Bangladesh: BRAC, BAIC, Save the Children Sweden Denmark
Nepal: CONCERN Nepal, Save the Children Norway
India: World Vision, Sravanthi, Save the Children Finland
Pakistan: Save the Children Sweden
Sri Lanka: SERVE, Save the Children Sri Lanka
Senegal: Save the Children Sweden
South East Asia and Pacific: Save the Children UK, Save the Children Sweden
South and Central Asia: Save the Children-Sweden
Thailand: Save the Children UK
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CHAPTER ONE
INTRODUCTIONS AND
EXPECTATIONS
The workshop opened with introductory words from Ravi Karkara, the Regional
Programme Manager, Save the children Sweden Regional Programme for South
& Central Asia (from here on referred to as Regional Office). In his brief speech
Mr. Karkara explained the purpose of the workshop as well as the process that
had led to its implementation. He then welcomed Mr. Syed Mehmood Asghar,
Country Manager of Save the Children Sweden in Pakistan, to formally
inaugurate the workshop. Mr. Mehmood thanked the workshop organisers and
participants on behalf of Save the Children Sweden and formally launched the
workshop.
The workshop itself began with the introduction of participants. The participants
were introduced through a number of simulation games that helped them become
familiar with one another.
The first activity was for participants to make a map (north, east, south and west)
and stand in the direction of the country they worked in. Second, participants
had to find people working with the same organisation. Third, participants were
1
requested to find colleagues working in similar thematic areas of work, for

example in education, domestic labour, violence, etc. Participants divided
themselves by thematic groups consisting of child labour, HIV/AIDs, protection
and violence, child participation, education, and child trafficking. Fourth,
participants were requested to identify colleagues working in similar work or
holding similar positions in their respective organisations. Fifth, participants were
requested to get together with colleagues sharing the same birth month. As the
last category of group was formed, the participants were requested to remain in
this group and to engage in group work.
GROUP WORK:
In the group, participants undertook the following tasks.
The first task was to share their individual expectations and agree upon two group
expectations. The groups defined their expectations of the workshop as:
z To learn a practical approach in implementing the CRC in the M&E of projects
z To learn skills for M&E
z Learn M&E tools
z Learning to develop M&E skills
z Acquire knowledge on child rights
z Practical implementation of M&E tools
z How children can participate in M&E process
z Share learning and experience from other projects and countries
z Applicability in the country context
z Integrating CR perspectives in M&E
The second task was to share what the participants will do with the learning and knowledge
gained from the workshop as individuals upon their return to their organisations. The
groups reported they would:
z Facilitate workshop(s) to share the knowledge within their respective organisation,
partner organisations, and at local levels.
z Ensure dissemination of information on child rights especially through the media.
z Facilitate to develop indicators for better monitoring within their respective
organisation and partner organisations.
z Apply M&E methods.
z Link Child Rights perspective with education projects, and M&E evaluation projects.
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In summary, participants identified

developing tools; tool kits; monitoring The main objectives of the workshop were
of projects; capacity building of to:
z strengthen the on-going processes for
partners and donors; indicators; and
integrating a child rights based
application of M&E process. monitoring and evaluation framework
for effective programming and impact,
The facilitator emphasised that some z assist in developing a concrete plan for
Regional Capacity Building initiatives
tools are presently available for M&E.
related to M&E, and
Hence this workshop will contribute to z establish a Regional Network on Child
further developing tools that incorporate Rights Based M&E.

the child rights perspective. This will
require expanding our understanding of
M&E, as well as CRP principles and values.
By the end of the workshop it was expected that participants would be able to
share a regional overview of M&E practices in South and Central Asia. They
would understand and introduce rights based M&E mechanisms including tools,
approaches and systems, as well as child led indicators, and learn their application
in programmes. Finally, participants would evolve a regional and country strategic
framework and develop country action plans based on child rights M&E.
The participants’ expectations from the workshop matched the overall workshop
expectations. The facilitator for the session emphasised the need to understand the
reason for undertaking M&E exercises. He stressed that it was to assess the
effectiveness of the programme by monitoring its impact. It also helps organisations
prove or disprove projects they are undertaking. By the end of the workshop,
participants should have an understanding of the M&E process in the region.
At the end of the expectation assessment, participants agreed upon some ground
rules such as punctuality; switching mobiles off; participatory processes; respecting
each others’ views; and speaking in clear, concise and focused language.
3
Due to time limitations, it was felt that delving very deeply into the child led
indicators for monitoring might not be possible. Therefore, the workshop might
need to review and prioritise work accordingly.
In summary, the workshop was designed to address concepts on the basics of the
child rights programming perspective, what M&E is, and the logical approach to
planning. It would compile all this in the final section on evaluation of projects.
Participants undertook certain responsibilities for the smooth running of the

workshop throughout the week. They shared roles and responsibilities in
organising the four assignments: energisers, time keepers, feedback the next day
and recap at the end of the day. There were also charts on the floor for raising
comments and questions regarding the workshop.
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CHAPTER TWO
CHILD RIGHTS
PRINCIPLES
GROUP WORK:
Task: Child Rights Principles
The objective was to learn what the participants knew about the CRC by exploring and
strengthening their ideas through group discussion.
To introduce and learn what the participants know about the CRC and its principles,
participants were requested to divide into five groups. The 5 groups looked at the 5 basic
principles: accountability; participation; best interest of the child; life, survival and
development; and non-discrimination. Each group included individuals with mixed CRP
experience. Each group thought about one principle.
The first task was to write 3-5 key words the group felt explained this principle on the
flipchart. The groups then rotated and added
definitions to the words on the flipchart. The groups
repeated this until all 5 groups had gone around to
the five flipcharts in the room and continued to add
more key aspects to define the principles.
Participant Responses:
5
At this point participants who were less familiar with the child rights
programming approach requested a refresher. The facilitator explained that CRP
means using the CRC and its overall principles in planning, implementing,
monitoring and evaluation of programmes. This approach considers the child as
the rights holder who is at the centre of the programme. CRP was further
explained below.
2.1 THE BASIC CONCEPTS OF CHILD RIGHTS PROGRAMMING

The overall goals of Child Rights Programming are to improve the position of
children so that all boys and girls can fully enjoy their rights, and to build
societies that acknowledge and respect children’s rights.
The meaning of Child Rights Programming can be built up from the definitions
adopted for the three words:
z Child – every boy and girl under the age of eighteen years of age (unless by law
majority is obtained at an earlier age). “Child” is used in a holistic sense
where the needs of the “whole child” are taken into consideration (rather than
separating these needs into sectors such as “health” and “education”).
z Rights – defined as international human rights law applicable to children, set
out primarily in the Convention on the Rights of the Child.
z Programming – planning, implementation, monitoring and management of a
set of activities towards a defined goal.
The combination of these three definitions provides the definition of Child

Rights Programming (CRP) that will be used in this handbook:
“Child Rights Programming means using the Principles of Child Rights to Plan,
Manage, Implement and Monitor programmes with the Overall goal of strengthening
the rights of the Child as defined in International Law.”
Child Rights Programming is a framework and approach for analysis, planning,

implementation, monitoring and evaluation. CRP brings together a range of
ideas, concepts and experiences related to both to child rights and to child
development within one unifying framework. It is based both on the principles
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and international legal standards of child rights (the CRC), and also of childhood
studies. CRP views the child in a holistic way and considers all of her
developmental needs. This means developing a clear understanding about the
cultural contexts in which boys and girls are growing up so that appropriate
strategies and methods on how to implement a rights perspective can be
developed. In order to promote change, we have to understand why people think
and act in a specific way.
CRP is different from what has often been seen in the past as “child rights work”
or individual “child rights programmes”. This kind of work or programme has
often been regarded as an “add-on” to the rest of programme work and has been
labeled as “work on the CRC” or “child rights training”. When packaged in this
way, work on children’s rights has the same status as work in health, institutional
care or education, i.e. a specific sector of work selected through a process of
analysis and prioritisation. Seen in this way, child rights work is seen as being
optional in programming. This is not the case in Child Rights Programming,
where the rights of the child are integral to all aspects of programmes.
CRP Principles
The following principles underpin all work on Child Rights Programming:
z The principle of the indivisibility of rights
z The principle of the universality of rights
z The four general principles of the Convention on the Rights of the Child:
The right not be discriminated against
The best interests of the child
The right to survival and development
The right to be heard
z The principle of children as holders of rights
z The principle of duty-bearers
Who are the Duty-Bearers?

If children and young people are the holders of rights and have a legal entitlement
that their rights are secured, then it is essential that those responsible for
7
delivering on these rights are identified and made accountable and responsive.
Although governments are often seen to be the primary duty-bearers, and indeed
it is their responsibility to ensure that rights are secured, other adult members of
society – both individuals and groups – are also duty-bearers. This means that
these individuals and groups have an active role to play in ensuring that the rights
of the young people in their care are secured. This concept of duty-bearers can be
represented by a diagram which shows which communities of interest have an
influence on children’s lives, and who therefore constitute duty-bearers for
different obligations towards children.
o -e c o n o mi c
M a cr
N a ti o n a l
P a rtn er
F a m il y
P o li
cie s
gram m es
Child
P o li c
Pro
I n st itu t i o n s
t
en
nm
o and
vi r
En
Applying a Rights based Approach (RBA)

Save the Children works for the implementation of the CRC through a number of
programmes worldwide. Child Rights Programming is the approach that will
enable Save the Children organisations to plan, implement, monitor and evaluate
their programmes from a child rights perspective and to ensure that the rights of
the child are strengthened.
8
Applying a rights based approach to programming means:

z Putting children at the centre, recognising them as rights-holders and social
actors.
z Recognising governments as primary duty-bearers accountable to their citizens
– including children – and the international community.

z Recognising parents and families as primary care-givers, protectors and guides
– and supporting them in these roles.

z Giving priority to children and a child friendly environment.
z Being gender sensitive and seeking inclusive solutions which involve a focus on
those boys and girls who are at risk and discriminated against.
z Addressing unequal power structures (class, sex, ethnicity, age, etc).
z Holding a holistic vision of the rights of the child while making strategic
choices and taking specific actions.

z Setting goals in terms of fulfillment of rights.
z Aiming for sustainable results for children by focusing on not only on the
immediate but also the root causes of problems.

z Using participatory and empowering approaches, in particular regarding
children.
z Building partnerships and alliances for promotion of the rights of the child.
z Counting on international cooperation.
z A focus on those who are most at risk and discriminated against.
z Taking an holistic perspective which requires a multi-sectoral response.
z Providing a long-term goal which is clearly set out in international legal
frameworks which are shared by governments, donors and civil society.

z Encouraging legal and other reform, such as the establishment of regular monitoring
mechanisms, which create a much greater likelihood of sustainable change.
However, it is important to point out that Child Rights Programming is not the
“magic solution”. It does not make the impossible possible. Governments can be
made more accountable but in the absence of political will they cannot be forced
to act. Governments in many less developed countries are weak or severely
constrained by lack of resources. Child Rights Programming does not make more
9
resources available although it may improve targeting. Child Rights Programming

does not help decide what are the key priorities for programming – these are still
a matter for assessment. Success also depends on the willingness of other actors to
contribute to the improvement of the rights of the child.
2.2 IMPLICATIONS OF CHILD RIGHTS APPROACH TO

PROGRAMMING
Concepts of RBA & CRP

Duty bearers
Respects, protects
and fulfils rights
A s cr i m
i n a tio n ) I
nte P
c n -di rd a
no e
c r
pe
(
s al
o t
nd
Right
er
en t
u Fulfils i
ay) Univ
Claims
n To... c
(lo ss of o n e i m
responsibility right
t towards from i
a Universal (non-discrimination) p
en aw
b Interdependent (loss of one a

i impacts on all) Inalienable t
/g i v
(not taken/given away)

pa
l i
n
ke
ts
c
ta
i o
on
ot a ll )
I n al i e n a b l e (n
t n
y
Rights holders
Respects rights of others
Becomes Duty Bearer 15
The implications of CR Programming refer to certain defined broad goals that

are guided by the five principles of the CRC: accountability; participation; best
interest of the child; life, survival and development; and non discrimination. The
best interest of the child must always be linked and considered in relation with
other substantive rights as specified under the CRC.
The broad goal of the programme needs to be rights based, with a clear focus on
positive impact of the whole child. It needs to ensure that equity and non-
discrimination by focusing on the worst rights violations and on the most
marginalised children. The goal or target needs to be 100 per cent to reach out to
all children; no child should be left out. This goal is long term since it cannot be
10
achieved instantly, but for the programme to be ongoing, impact studies need to
be undertaken to reflect the positive changes assumed during project design and
to make modifications if necessary by crating a large constitution of duty bearers
and overarching goals.
The programme needs to be accountable by ensuring the capacity and will of duty
bearers to fulfil children’s rights. This can be ensured by strengthening
mechanisms and effective institutions and building constituencies. For
accountability to be present, a democratic society with press freedom and wider
civil society participation, including that of children, adults and civil society is
required. The promotion of children’s participation in society and in programmes
should challenge pre-conceptions about children’s capacities, needs and
perspectives by evaluating our norms and values. Moreover, attention needs to be
concentrated on better policies, laws and law enforcement; effective institutions;
and an enabling environment coupled with increased incentives and sanctions.
Save the Children defines Child Rights Programming as "using the principles of
child rights to plan, manage and implement programmes with the overall goal of
improving child rights standards as set out in international law".
The best interest of the child must be reflected in short and long term impact and
output. This should be linked to the situation of the child in the broader context
of family and community. The best interest of the child principle needs to be
incorporated from the initial planning of a programme. The principles should also be
considered consciously throughout the planning and implementation of the
project to ensure against conflicting ideas or leaving something left.
Many of the rights fall under the life, survival and development principle of the
CRC. With this principle, one needs to consider what rights are being protected
for the life, survival and development of the child. Children have latent potentials
that need to be developed by the presence of an environment that enables such
development. Due to the interdependence of rights, one cannot ignore the right
to life, survival and development.
11
Looking at each of the principles, one notices that some or many of them overlap
and are complementary. This was also highlighted during the workshop.
Concerning the principle of non-discrimination, concentrated effort is needed to
uncover invisible or less visible forms of discrimination since one might not
consider or be sensitised to them. For participation, stakeholders must be involved
in all decisions affecting them, regardless of whether they are children or adults.
Accountability exists at different levels. Recognising this is critical since
accountability is what ensures that programmes are sustainable, that responsibility
is clear and that results are tangible. Accountability should be fostered by strong
linkages with grassroots and cross sectors to achieve objectives and goals. For
example, education should be linked with health.
The right to participate is also the right to say ‘no’, but the opportunity to
participate in the assessing, planning, implementing and monitoring programmes
that affect stakeholders should be made available.
The following is an example to summarise the principles of Child Rights

Programming. Usually, a programme that can enrol 90 per cent of children is
considered good. When looking from a rights perspective, however, one considers
the 10 per cent who have been excluded. Hence a rights perspective would target
the 10 per cent who are or have been excluded from the programme for one
reason or the other.
Working with government institutions can be difficult at times and a balance

needs to be achieved. Acknowledging the achievements the state has realised to
date is important, while pressure should be exerted on the state to include any
excluded groups. At times, the state may not be willing to fulfil its duty, either
because of lack of resources and capacity or due to lack of political will. While
resource and capacity building can be built over time, developing political will
may not be so easy, unless one seeks a change in power balance.
CRP is about empowering children to be able to claim their rights while creating
enabling structures and mechanisms which duty bearers must respect, fulfil and
12
protect in order for children to claim their rights. Rights based assessment is
important to determine where one is weak and what needs to be taken to
achieve/access those rights.
This should be done by following the three pillars of Save the Children's work:
1. Direct action
2. Dealing with structures and mechanisms (institutions, policy)
3. Constituencies (people’s awareness so that they know their rights and can
claim them).
SAVE THE CHILDREN UK’S “THREE PILLARS”
Child rights situation analysis
Practical Actions Strengthening Building

on Violations and Structures Constituencies
Gaps in Provision and Mechanisms of support
13
CHAPTER THREE
SAVE THE CHILDREN'S

GLOBAL IMPACT MONITORING
FRAMEWORK
Global Impact Monitoring (GIM) is designed to summarise and analyse, at

different levels, the impact of Save the Children’s work and its progress towards
achieving change objectives. This analysis will: improve our accountability to
stakeholders, including our partners, children, young people and their
communities as well as trustees, donors and management. It will feed into
strategic policy and planning processes in order to enhance the quality and impact
of our work. Finally, it will support decision making at all levels.
3.1 THE DIMENSIONS OF CHANGE

The dimensions are based on the child rights principles of equity (non-
discrimination); participation; best interest of the child; life, survival and
development; and accountability, and are applicable to all of Save the Children's
policy and programme work. They are:
1. Changes in the lives of children and young people
2. Changes in policy and practice affecting children and young people’s rights
3. Changes in children and young people’s participation and active citizenship
4. Changes in equity and non-discrimination of children and young people
5. Changes in civil society and communities’ capacity to support children’s rights
15
3.2 THE DIMENSIONS OF CHANGE AND MONITORING &

EVALUATION OF PROGRAMMES
The Dimensions of Change is a framework for impact assessment. It is not
intended to create an additional, parallel system of M&E, or to replace existing
M&E systems. Rather, it encourages the refinement of existing M&E systems to
ensure the capture of key information needed to make a regular assessment of
programme impact by integrating child rights principles. It also requires joint
analysis of this information with a programme’s stakeholders to cross-check the
data gathered, elicit new information about intended and unintended impacts,
and reflect on emerging issues. Programme or project reviews, evaluations and
other research studies also feed into the Global Impact Monitoring reporting
process. Project reports and evaluations will continue to be produced for donor
requirements. However, the Dimensions of Change promotes the effective
integration of learning from these processes into organisational decision-making.
Activities are expected to bring about results over a certain period of time. A
clear distinction between outputs and results is needed. Impact can be different
from the specific achievements or outputs of a project or programme. For
example, an output would be that a child obtains his/her birth certificate as a
result of the programme. The impact or consequence of the output is that the
child now attends school and will receive her/his stipend next year. The child’s
friends will also obtain birth certificates because the child’s parents told other
families about the project.
3.3 IMPORTANCE OF THE DIMENSIONS OF CHANGE

GIM allows one to compare work across countries to gain a better global
perspective on what is being achieved and what gaps exist. It facilitates
institutional learning by providing the evidence necessary to feed into programming,
policy and advocacy work. This will enhance the quality and impact of work in the
future. It helps in assessing work from a child rights based perspective. Moreover, it
allows sharing achievements and the processes that have led to them with others
(both internally in SC and with other agencies), so that respective offices can
16
improve their work. Furthermore, it improves accountability to all relevant

stakeholders, including children, young people, partners and communities as well as
trustees, donors and management at all levels.
DIMENSIONS OF CHANGE & CRP PRINCIPLES:
Survival &
Development
Changes in policies and practice affecting
children and young peoples rights Participation
Best Interest of the Child
Changes in childrens
Changes in equity and non- Changes in the lives of children and young peoples
discrimination of children and young people participation and active
and young people citizenship
Changes in civil society and

communities capacity to support
Equity / Non - childrens rights
Discrimination
Accountability
GROUP WORK:
TASK: CRP & Dimensions of Change
z Please take your sets of cards with the dimensions. Tape each in the one CRP principle
which is closest to the concept. (If you want to add anything - do it on a separate VIPP
card for each)
z Please take your sets of cards with the five principles of CRP. Tape each in the dimension
which you feel would be used to show/measure impact of that principle. (If you want to
add anything - do it on a separate VIPP card for each.)
17
During the group task, the five dimensions were introduced. The task undertaken
showed the correspondence between the five dimensions and the CRP principles.
Though different words were used, the concepts/principles are the same. CRP
Principles are part and parcel of the Dimensions of Change principles.
Participants expressed some confusion as to why there are two systems: child
rights principles versus the Dimensions of Change. The simple answer is: child
rights principles are the basis of the planning system whereas the Dimensions of
Change is for monitoring the whole programme.
DIMENSION 1: Changes in the lives of children and young people

In the group work, participants were requested to re-think their project/activity
and determine what rights are no longer violated. The need to consider changes in
relation to the following was repeatedly stressed: how many children have access
to a particular service (i.e. health), how many were protected from certain risks,
how many enjoy better health, and finally, how does the current situation
compare to the previous situation. Other important questions to consider are
how many children still lack access or do not enjoy their rights; why this is so;
and whether this group of children belongs to a particular group.
Some examples follow:

In Afghanistan, a policy to stop corporal punishment in schools was introduced,
although the reality on the ground is different. The activity was carried out
through various awareness programmes on the CRC with relevant stakeholders,
ministries, media and others by holding meetings, workshops and so forth.
Concern Nepal took up the issue of enrolling students from different districts or
away from their normal place of residence, enabling them to register in their new
environment. The Department of Education has taken this issue under
consideration and is discussing the possibility of children being allowed to enrol
in their new environment. Concern Nepal also shared that it has been advocating
for policy changes regarding the handing over of government schools to
communities. This ensures accountability of the teachers to students and
communities and incorporates the principles of best interest of the child and life,
18
survival and development of children. Further, this was made possible through
child participation and lobbying with government and the NGO coalition.
DIMENSION 2: Changes in equity and non-discrimination of children and

young people
Many levels are involved in bringing about change, from the stakeholder to
government officials to the general society. Bringing about positive change
requires capacity building and the creation of awareness at different levels.
An example of this dimension would be for instance, providing the second

generation of trafficking victims with a bridging programme from a non-formal
educational system into formal schools, along with holding capacity building
programmes with teachers to reduce discrimination.
In conclusion, the above examples reflect the crosscutting nature of the GIM
dimensions and the CR principles. GIM uses different words, but employs the
same principles of CR to measure the impact.
Five Dimensions of Change – qualitative or quantitative

GIM is a mixture of both qualitative and quantitative data. For GIM, utilising the
two types of data together provides the best information. Figures can be put into
context (and often given meaning) with qualitative analysis; and peoples’
perspective can be backed up with figures. Quantitative and qualitative evidence
need to complement one another.
Baseline data
A very effective and accurate way of determining and measuring changes at the
community level is to compare a situation before and after an intervention. This
requires the collection of information for baseline data. What information should
be collected as baseline data? If the objectives have been defined in terms of
change, and if the objectives are realistic (i.e. not too broad, achievable within
the proposed time frame, meaningful, measurable, etc.) then the information
required to measure change against these objectives should be obvious.
19
CHAPTER FOUR
MONITORING AND
EVALUATION
4.1 MONITORING AS A CONTINUOUS PROCESS

Monitoring is an ongoing/continuous system of gathering information about the use
of resources (or inputs) in a programme or a project, the progress of activities, the
progress of outcomes and the way different activities are carried out.
Monitoring requires either periodic or constant supervision of the

implementation of a project in order to ensure that inputs, activities, outputs and
external factors are taking place as planned. Continuous monitoring allows for
adjustments in any phase of the programme.
4.2 PROCESS MONITORING

Process monitoring is mainly utilised to closely assess resource utilisation for both
inputs and outputs, to review work plans on a regular basis, and to monitor changes
in the target population and in contexts that are relevant to the project or programme.
Process monitoring can be particularly valuable in identifying and dealing with

problems in implementation or management. For instance, an assessment of
whether activities are being carried out and how they are carried out can help us
21
discover underlying problems that need to be addressed immediately in order to

ensure changes in the lives of children.
4.3 IMPACT MONITORING

Impact monitoring relates the work of a programme or project to its overall
purpose on a continuous basis. For instance, it can help us identify whether there
is a need to review objectives, targets or approaches in order to modify the
programme in response to changing circumstances.
Impact monitoring can also help us generate further information for research
purposes or to verify the relevance of the work at any given point in the life of a
programme or project. It is important to note, however, that impact monitoring
is not limited to assessing the change related to a single programme.
4.4 UNDERSTANDING EVALUATION

Evaluation is a systematic and independent examination of a project or
programme that measures the extent to which changes have occurred in order to
determine the project’s efficiency, effectiveness, impact, sustainability and the
relevance of its objectives. It can also serve as a detailed and comprehensive
assessment of the impact of a project or a programme, either negative or positive.
The process of evaluation provides information that can be used to improve
management processes and to determine to what extent the stated objectives have
been achieved at a particular point in time.
When evaluating a programme or project, it is helpful to specifically address

questions regarding its relevance, effectiveness, efficiency, impact, sustainability
and development through learning. Particular questions to consider would be:
Relevance – Was/is the programme or project a good idea given the situation to be
improved? Was the logic of intervention correct? Why or why not? Do the
stakeholders and the beneficiaries assign priority to our interventions?
Effectiveness – To what extent are outcomes achieved?
22
Efficiency – Have resources been used in the best possible way? Why or why not?
Impact – To what extent has the programme or project contributed towards longer
term goals? Why or why not? Have there been any unanticipated positive or
negative consequences of the project? How did they arise?
Sustainability – Will there be continued positive impacts as a result of the

programme or project once it has finished? Why or why not?
Learning & Development – What has been the key learning in terms of worst and
best practices? What has worked and what has not worked? How to capitalise on
learning for future planning and policy development?
4.5 FORMATIVE EVALUATION

Evaluation that is formative can be internal or external, although it is often used
at the internal level of the organisation. Its main objective is to improve the
performance of a given programme through learning from experience, and to
make substantial changes at any time in the life of the programme.
Having a strong management system does not mean that organisations can omit
the process evaluation. The whole system needs to be composed of both
monitoring and evaluation, and they need to go together.
As an example of lack of unity in a system, the facilitator mentioned the case of

income generating projects for women, where it was assumed that children’s lives
would be improved since the income would be spent in the household. When an
assessment was undertaken, a negative impact was found because children ended
up doing work that women had been doing previously.
4.6 SUMMATIVE EVALUATION

Summative evaluation is undertaken after the programme or project has been
completed at the external level. It is used to assess the relevance of the work, and
the appropriateness of the design and management for future projects. Summative
evaluations must happen at the external level because they take place after the
programme has ended. 23
Some Key Points on Monitoring and Evaluation:

z Monitoring is a step-by-step process to check what is happening and changing
about the work of a given programme or project.
z Monitoring is needed to ensure that planned goals are carried out.
z Monitoring help us assess short or long-term change on a regular basis.
z When formal evaluative processes are missing, informal assessments from
different groups in the community can be used.
Concerns about Monitoring and Evaluation:

z They are only a part of the overall programme cycle.
z Clarification of roles is needed.
z They must take a positive, non-threatening attitude – not policing.
z They must take place at systematic and regular intervals in the life of a
programme.
z They require the use of child-friendly tools and techniques.
z They require a bottom-up approach that entails participation of stakeholders.
GROUP WORK:
Task: Participants were asked to write on a VIPP card an example of a change in one of the
programmes their organisation is carrying out. All cards were to be posted on the wall for a
discussion by the whole group.
Objectives:
To recognise and differentiate changes from input statements that do not reflect change.
Participant Reflections:
z Some changes may be required for other changes.
z Some changes need proof.
z Some statements do not reflect actual changes (i.e. “We informed partners about the kids’
situation”).
Key Points:
z We often forget to consider the change.
z Confusion between changes and inputs (activities that take place in order to create change).
z Changes need to be clear and specific (i.e. Teachers are no longer beating students).
z To recognise change, find out what is different about the situation children are in.
24
CHAPTER FIVE
LOGICAL APPROACH
TO PLANNING
5.1 ELEMENTS OF LOGIC BASED PLANNING

In order to take a logical approach to planning, activities must be realistic and
based on situation analysis. The outputs and objectives must be 'SMART': Specific,
Measurable, Achievable, Relevant and Time-bound.
The main components or hierarchies of Logic Based Planning are the development
of objective/goal, the immediate objective, the output and the activity. This process
is meant to be used interchangeably both as a top-down and a bottom-up approach.
This ensures the cross-checking of clear links between activities and outputs,
outputs and immediate objectives, and ultimately between immediate objectives
and the development objective/goal.
5.2 KEY APPROACHES TO PLANNING

Several approaches are used in the planning phase of an overall programming
cycle. The Logical Framework Analysis (LFA) approach is the most common and
one of the most widely used. Organisations often use the Objectives Oriented
Project Planning approach (OOPP), which is a close derivative of LFA.
25
Components/ Hierarchies of
Logic Based Planning
DEVELOPMENT
OBJECTIVE/GOAL
IMMEDIATE
OBJECTIVE
OUTPUT
ACTIVITY
5.3 COMMON CHALLENGES IN PLANNING

Because planning is considered a key precedent to M&E, we need to be aware of
the common challenges faced by organisations at this stage of the programming
cycle. Planning methods and approaches such as LFA and OOPP are sometimes
used mechanically, and this could leave out opportunities for readjustments. Due
to short and tight deadlines, organisations may lack sufficient time and fail to plan
enough. Conversely, organisations may end up planning too much, resulting in
over utilisation of resources. Thorough planning can be resource intensive.
Because planning tends to be seen as the task of specialists, children and NGO
partners are often left out, resulting in insufficient participation of key
stakeholders. Planning should be a guide to the process of M&E, but the
implementation of plans is often lacking and plans are not adjusted in the course
of time.
5.3.1 Usage of Interchangeable Terms: Some Concerns

One of the main challenges facilitators faced was the confusion raised by the
participants’ interchangeable use of words to define concepts used in the
programming cycle. Participants also expressed their frustration because different
26
donors require organisations to use different terms. Facilitators stressed that there
is no one universally agreed upon set of terms specifically used to label
components of logic-based planning. As a result, the facilitators presented a
glossary of some of the commonly used terms to describe the components of
Logic Based Planning.
To avoid confusion, facilitators suggested providing degrees of details, suitable to

the project or programme in order to facilitate the process of management and
evaluation. In addition to this, facilitators recommended combining the
knowledge of those involved and the orientation and procedural knowledge from
outsiders to facilitate effective M&E mechanisms. They also stressed the need to
be flexible and contextual yet still based on logic. Finally, one must be prepared to
make revisions or changes if conditions or situation change. They stressed that
good, regular and systematic M&E should facilitate this process.
Glossary of Terms Used
Super Goal Overall Development Goal
Development Objective/Goal z Overall Goal
z Overall Objective
z Goal
Immediate Objective z Purpose
z Outcome
z Project Objective
Outputs z Results (Key Results)
Activities z Same as activities
27
CHAPTER SIX
MONITORING AND
EVALUATION SYSTEM
DEVELOPMENT PROCESS
One of the main objectives for developing a monitoring and evaluation system is
to develop a logical information system focused on stakeholders’ requirements,
especially for frontline workers, children and the community. Furthermore, it
helps establish a coherent information system to enable reflective practices and to
address reporting requirements.
Another key objective is to facilitate the process of timely decision making at different
levels in order to document lessons in a systematic way. This will subsequently help
feed new design initiatives that are the means for learning and feedback.
6.1 MAJOR STEPS IN M&E SYSTEM

The major steps needed to create a general M&E system are encompassed in four
phases. The first phase covers the setting-up of the M&E planning process. In
phase two, we need to develop the M&E matrix so that tools and methods can be
consequently developed in phase three. Finally, planning and implementation
takes place during the fourth phase of the M&E system process.
29
6.1.1 PHASE ONE: Setting-Up the M&E Planning Process

During this phase of developing an M&E system four main steps take place.
z In step 1, basic concepts about M&E are reviewed to ensure common
understanding and agreement on descriptions and terminology issues.
z In step 2, a thorough review of the current information system is required to
guarantee the clear understanding of who needs what information, the flow of
information, etc.
z In step 3, the identification of key duty bearers’ and others’ "needs" in relation
to M&E issues is necessary to ensure a participatory process and clear
objectives.
z Finally, in step 4, a discussion on the key principles of the M&E system must
take place to diminish future confusion on conceptual issues.
Basic Management and Evaluation Concepts
Impact
Inputs: Activities: Outputs:

Immediate
u a u X u XX Objectives
u b u Y u YY
u c u Z
u d
u e
6.1.2 PHASE TWO: Developing the M&E Matrix

The second phase of the M&E system is composed of four more steps that focus
on the GIM Dimensions.
z In step 5, a review of the GIM Dimensions of Change in the Project Log-
frame is needed to guarantee that CRP principles are addressed.
z In step 6, the development of progress and process indicators for Log-frame
and possible assumptions are addressed.
z In step 7, the formative development of targets for objectives and benchmarks
for indicators is needed to observe changes.
30
z In step 8, we need to identify the data required for each process and
operational indicator, taking into account sources of data and frequency of
collection of such data.
6.1.2 PHASE THREE: Developing Tools and Methods

During the third phase of the M&E system process, we focus on tools in three
more steps.
z Step 9 is used to identify key tools and methods that can better help measure
programme or project results.

z In step 10, tools and methods must be matched to the indicators of change
based on the GIM dimensions.

z Then, in step 11 the actual development of tools, formats, methods, and
responsibilities takes place, carefully ensuring a balance between quantitative

and qualitative tools.
6.1.3 PHASE FOUR: Planning for Implementation

Through five action steps, the final phase of the M&E system puts emphasis on
implementation procedures.
z In step 12, we need to utilise a Design Management Information System (MIS)
to organise, store and analyse data and to disseminate it at different levels.

z In step 13, all affected parties must agree upon the roles and responsibilities for
the monitoring and evaluation activities.

z In step 14, the development of an action plan and calendar of M&E activities
take place.
z In step 15, the action plan needs to be written up, either in the form of an
M&E Plan or a Guide.

z The final step, step 16, deals with accountability issues related to
implementation through the exhaustive review of mechanisms used in the

M&E plan.
For the above steps to be successful it is essential to form a core group of M&E
staff who will be trained in the process and work for taking forward the M&E
plan.
31
CHAPTER SEVEN
BRINGING GLOBAL IMPACT

MONITORING INTO THE
PROJECT MATRIX
The most crucial part of designing a project matrix that is based on child rights
programming principles is being able to bring GIM into the project matrix. The
following graph shows the process at a glance. It begins with taking into account
the five Dimensions of Change and the key five CRP principles. After this a
broad activity list should be created and categorised according to the dimensions
of change. When output statements and immediate objectives are developed, we
must ensure that we create both quantitative and quantitative indicators. The
baseline data can be identified from the indicators.
7.1 DEFINITIONS
To facilitate the process of bringing together the five Dimensions of Change into
a project matrix, a shared understanding of terms and definitions must first be
ensured. Therefore, the facilitator offered the following definitions:
z Output: Immediate result of a project or programme through a set of activities,

z Immediate Objectives: Anticipated changes that we want to bring about through
our development interventions,
z Goals: Overall changes through the programme or project that depend on both
internal and external factors. 33
GIM & Project Matrix: PROCESS AT A GLANCE
GLOBAL IMPACT MONITORING

u Dimensions
CHILD RIGHTS PROGRAMMING
u Principles
BROAD ACTIVITY LIST

u Categorisation based on
5 GIM Dimensions
BASELINE DATA
Qualitative & NEED
OUTPUT STATEMENTS Quantitative IDENTIFICATION
Indicators
IMMEDIATE OBJECTIVE Qualitative &

STATEMENTS Quantitative
Indicators
PROJECT MATRIX FORMAT:
Hierarchy Narrative Summary Indicators Means of Risk

Verification
Development The impact which the project
Objective / Goal: intended to generate
Immediate The effects which the project is SMART
Objectives: expected to create QQTTL
(for 3 years)
Output: The result of the work that the SMART
(for 3 years) project management should be QQTTL
able to guarantee
Activities: The tasks that have to be
(for 1 year) undertaken by the project in
order to produce the output
7.2 OUTPUT AND IMMEDIATE OBJECTIVES
The SMART Dimension

The objectives and indicators should consist of either of the two characteristics:
SMART or QQTTL.
34
SMART indicators are:

S-specific
M-measurable
A-achievable and agreed upon
R-relevant and reliable
T-time bound
For output and immediate objectives to be considered SMART, they need to be

specific, focused, and issue based. They also need to be measurable both in
quantitative and qualitative terms. They should be achievable and agreed upon
within a framework of available time and resources. They also need to be relevant
and reliable so that they contribute to the next level of logical hierarchy. Finally,
they must be time bound to ensure accountability and efficient use of resources.
It is important to clarify that impact objectives focus on long term changes while
output objectives focus on short term, immediate objectives.
If a project is very specific and designed for a short term, it might be possible to
measure only one of the dimensions of change in the project. Both qualitative and
quantitative indicators1 should be included for a comprehensive assessment of a project.
The QQTTL Dimension

Afterwards, as programmes came to require a more quality focus and location
specific nature – QQTTL techniques for measuring the objectives and indicators
were given priority and in some cases replaced the SMART techniques.
QQTTL indicators indicate:

Q-quantity
Q-quality
T-time bound
T-target group
L-location
1 Indicators are explained in-depth later in this report under Chapter 8: Developing Indicators.
35
GROUP WORK:
Task 1: Participants were provided with two themes and were requested to list down the
broad activities according to the Five Dimensions of Change.
STEP 1: List down the broad activities according to the 5 Dimensions of Change
Theme: Integrated Approach
GIM Changes in the lives of the children and young people
DIMENSIONS
Changes in policies Changes in Changes in Changes in civil
and practices children’s and equity and non- society’s and
affecting children’s young people’s discrimination communities’
and young people’s participation and of children and capacity to support
rights active citizenship young people children’s rights
ACTIVITIES Network and Children Continue Encourage children
(these are the advocacy with other participate in the children’s clubs to attend school
broad activities organisations and management,
they agencies design, and
mentioned) evaluation of
club’s activities
National level Motivation, group Enrolment of Training for the
advocacy discussions – children in staff, motivation
encouraging programme for the parents
people to
participate
STEP 1: List down the broad activities according to the 5 Dimensions of Change
Theme: Child Labour
GIM Changes in the lives of the children and young people
DIMENSIONS
Changes in policies Changes in Changes in Changes in civil
and practices children’s and equity and non- society’s and
affecting children’s young people’s discrimination communities’
and young people’s participation and of children and capacity to support
rights active citizenship young people children’s rights
ACTIVITIES Establish a CRB body Children’s space Initiate Develop child
(these are the is created by alternative meetings,
broad activities involving children education – for consultations with
they themselves children who community people
mentioned) are left out – to enhance
capacity
Initiated alternative Establish and have Establish CR Organise training
education children’s space promoting body for duty bearers
36
GROUP WORK:
Task 2: Reviewing Project Matrix - Develop the Five Dimensions of Change Based on
'Output' & 'Immediate Objectives'
Participants were divided into four groups. They were given project documents with pre-
formulated activities. Participants were requested to put them into 'immediate output' and
'objective', categorising them according to the Five Dimensions of GIM.
STEP 2:
Development Immediate objectives Outputs

objective/Goal
Reduced multiple child To bring positive change in z Quality of children in community
rights violation in the the lives of children and school has improved
Chittagong Hill Tracts their families through z Corporal punishment and dropout
(CHT) access to services such as rate has decreased
referred linkage,
networking and advocacy z Physical environment has improved in
school
z Academic and functioning community
in school, rights committee has been
established which protects, monitors
and promotes CR
An environment has been z X number of child groups have been
created where children are established in the community
actively involved in z Child groups have been trained in
promoting their rights understanding their rights and ways
and means to promote them
z Children are actively claiming their
rights from different stakeholders
Children enjoy their rights z Children's rights activities and
through the active education increased enrolment in
participation of various school
action groups z Increased awareness of child rights in
the community and child rights issues
addressed at community level
z Children's rights monitoring groups
are informed and have taken necessary
actions in preventing and resisting
child rights violations
37
Development Immediate objectives Outputs

objective/Goal
Reduction of Behari ethnic minority child z Increased access to NFE, computer
hazardous child labour labourers are enjoying a literacy, life skill and health care
in Bangladesh better quality of life services and information
z Increased awareness among parents,
guardians and community people on
child rights, bad effect of child labour,
physical punishment, HIV/AIDS,
discrimination and ethnic harmony
Effective implementation z Through networking like-minded
and management of the organisations advocacy initiatives have
programme brings increased at local/national level
improvement in the quality z Capacity of INCIDIN in supporting
of life of children's lives child rights programme strengthened
through cooperation and shared
learning with SCSD
z Children's clubs are strengthened and
capacity of child labourers have
increased
Advocacy with employers, z Increased awareness among parents
and other duty bearers and guardians and community on the bad
awareness have effect of child labour, physical
strengthened the child punishment, HIV/AIDS, discrimination
rights situation for the child and the importance of ethnic harmony
labourers in the project z Enhanced organisations' capacity on
area and at the national advocacy through network
level development w/ like-minded
organisations
7.3 DIFFICULTIES IN DEVELOPING THE FIVE DIMENSIONS OF

CHANGE BASED ON ‘OUTPUT’ AND ‘IMMEDIATE OBJECTIVE’
Some participants commented that it was difficult to see changes in child rights in
the short term. At times measuring the change and reflecting this in the impact
could be difficult. Therefore, it was considered vital to highlight the need for a
working definition to measure ‘positive change’, which needs to be specific.
Sometimes it is difficult to determine what an ‘activity’ is. For example, ‘advocacy’
could be an objective or an output. It could also be an activity.
38
Framing of objectives can also be difficult. This can normally be put as ‘ensuring’
or ‘as something that has already been achieved’. Objectives should be phrased in
the past tense, as something that has already happened (indicators used to
measure this).
All the activities for the past years need to be accounted for to determine the
impact. SMART can be used for measuring the impact of activities.
The ability to write an objective depends on the group composition and

experience. There is often difficulty in writing one. If it is too specific, the
objective may appear to be an activity. If it is too general, the objective may be
too vague. Sentence structure, use of phrases and other wording adds to the
difficulty in writing an objective. How it is written may confuse which heading it
belongs to – the ‘objective’ might fit better elsewhere. The trick is in finding the
balance between specific/general and complex/simple sentence structure, which is
usually achieved through practice.
Different models for M&E also rely on different usage of tenses. For example, in
some M&E tools, objectives are indicated as past tense while in others, they are
put in the future tense. The GIM puts both types of ‘objectives’ in the past tense.
Different donors have different programmes and implementing agencies are often
required to follow donor agencies rules. One should be aware of the differences
and act accordingly. There is no one standard format. Furthermore, while
different donors may have different expectations and terms, the principles are the
same. For some Save the Child Members, the Dimensions of Change would be
followed with a strong base on CRP.
Immediate objectives are always for five years whereas output should ideally be
for one year. One objective can have 4-5 activities. Many more complexities are
involved during the planning, and different outputs and timeframes need to be
specified. So long as all the five dimensions of GIM are covered, one need not
always revisit and determine that the child rights principles have been considered.
39
Many of the dimensions overlap and are interlinked, but this might not always be
true for all activities, especially if the project is small and very specific. It may be
that only one dimension is covered. Only one of the child rights principles might
be covered and there may not be a long term effect on children.
When planning an M&E exercise, we must ensure that all people involved in and
affected by the project (stakeholders) accept the measuring tool and the
methodology used.
7.4 REVISING IMMEDIATE OBJECTIVES AND OUTCOMES
GROUP WORK:
Task 3: Choose one of the immediate objectives and one output statement from your work.
Based on the feedback and discussions of the morning, revise it.
Key Learning Point:

z Finding a balance between specificity and generality when developing outcomes and
objectives is important
Development Revised Immediate Revised Outputs

objective/Goal objectives
Reduced multiple child Children of CHT have z # of schools in the community
rights violation in the access to educational rights z #of child groups in the project area
Chittagong Hill Tracts that are able to influence their peer
(CHT) group
Increased enrolment of z of new enrolments (boys and girls)
children in schools
Reduction of Ethnic minority child z Increased access to education,
hazardous child labour labourers have gained computer, life skills, and health care
in Bangladesh education, life skills, for child labourers
livelihood, and health
services
Behari children have z Increase the capacity of children in
improved education, health child clubs
and enhanced life skills in
the community
40
CHAPTER EIGHT
DEVELOPING
INDICATORS
8.1 CRP BASED INDICATORS AT OUTPUT AND IMMEDIATE

OBJECTIVES LEVELS2
There are a number of levels of indicators. Indicators can be taken from
immediate objectives, output, process, activities and inputs. The last three types
of indicators are not used as often as immediate objectives and output indicators.
Process indicators will help identify whether the methodology is right or not, and
can also check the merit of objectively verifiable objectives.
CRP-based indicators measure at the level of output, immediate objectives and

development objectives, and are based on child rights principles. CRP indicators
are guiding values or conditions to look for. They provide specific information
and evidence. They are a means of measuring. They are also a specific way of
showing achievements. An indicator is a signal that something is true (or not).
Indicators
The group was introduced to the key features of an indicator. Indicators are the
guiding values or conditions that signal the achievement of a desired goal. They
2 Please refer back to section 7.2 on ‘Output and Immediate Objectives’ for further clarification.
41
are specific information that provides evidence about the achievement of planned
impacts, results and activities towards rights based goals. Indicators are a measure
showing whether a project or programme is achieving its objectives and goals.
And finally, they provide an objective way to indicate the achievement of progress
towards different levels of objectives.
It was also reiterated that the indicators should be SMART and QQTTL. Both
qualitative and quantitative indicators are important. The following was shared:
SMART The QQTTL Dimension

z Specific (focused, issue based) z Quantity (how much / how many)
z Measurable (within available time and z Quality (how well it describes)
resources) z Time (when)
z Achievable & Agreed (within available z Target Group (who (Diversity
time and resources) disaggregated))
z Relevant & Reliable (i.e. contributes to z Location (where)
the next level of logical hierarchy)
z Time bound
QUANTITATIVE INDICATORS
Examples of indicators capturing quantitative changes (exact numbers or
percentages):
z X number of girls and Y number of boys completing primary education from
SC non-formal schools in Village A
z Number of children, including X percentage of girls, who drop out of an SC
supported non-formal school at the end of year 1 in Village A
z Number of children’s organisations in Village A increases from X in (baseline
year) to Y by end of project
QUALITATIVE INDICATORS
Examples of indicators that capture degrees of qualitative changes:
z Active participation of child workers in local children organisation in village A
z Improved teaching skills of teachers in formal primary schools
z Increase in the confidence of children participating in the National level
42 consultations
LEVELS OF INDICATORS
z Impact-Level Indicators – indicators that show to what extent the project has
contributed to achievement of its goals
z Outcome-Level Indicators – indicators that show to what extent planned
results at output and outcome or purpose level have been achieved
z Process Indicators – indicators that show whether activities planned have been
carried out and how. Also, used as measure of outputs
z Activities – indicators that show what activities have been completed
z Input Indicators – indicators that show what resources have been used by the
project
COMMON PROBLEMS IN FORMULATING OBJECTIVES AND

INDICATORS
z Usually discussed too superficially and often defined too late in the planning
process
z Often too technical (donor specific) and less meaningful to beneficiaries
z Often developed by programming technicians and not developed by
stakeholders, especially children. Hence, do not represent their reality
z Usually too many indicators
z Often indicators which are easy to measure are preferred
Quantitative indicators are favoured to produce concrete information and
evidence, thereby neglecting qualitative standards
Impact Indicator Outcome Indicator Process/ Output Indicator

Inclusive education Government of Johnnypur X number of experience sharing
introduced in all formal has passed a bill to workshops held with government
schools in Johnnypur introduce inclusive ministries on successful piloting of
education in all formal inclusive education initiatives in
schools as a result of SC's selected districts of Johnnypur
advocacy held
90% of working children All working children under Y number of non-formal schools
under the age of 16 have the age of 16 in district X established in District X
completed primary have been enrolled in All formal and non-formal
education from formal formal or non-formal schoolteachers trained in quality
and/ or non-formal primary education teaching methods in District X
schools programmes
43
z Indicators are often narrow and project/programme specific and fail to

measure/monitor contextual changes (for broader impact) but this can be
addressed during evaluations which have a broader scope
INDICATORS – KEY MESSAGES

z Developed and/or agreed upon with stakeholders, including children and
young people
z Should be child-friendly–simple and easy to understand
z Should be logically linked to objectives and in line with logical hierarchy of the
project/programme
z A good programme/project should have a mix of quantitative and qualitative
indicators
z DO NOT try to measure everything
z It is often not possible to have a perfect indicator but we must aim for
maximum elements of SMART and QQTTL
z Indicators should be cost effective and not resource intensive
z Manageable, easy to measure, hence SMART
z Adequate enough to capture the anticipated change
z Should be objectively verifiable so that different persons using the same
measuring process independently of one another obtain the same
measurements
z Indicators should facilitate baseline design and should contribute to
monitoring and evaluation work
Indicators should be developed and agreed upon with stakeholders. They should
be cost effective and be a mixture of quantity and quality. When working with
children, they need to be child-friendly, so that children are comfortable using
them. Furthermore, they should be adequate enough to measure the result while
also being cost effective. In addition, they need to be logically linked; otherwise
they will not work.
44
8.2 CHILD LED INDICATORS

Child led indicators should be initiated and agreed upon by children. They should
be child-friendly and able to be measured by children. They should be able to
show changes in the lives of children. Child led indicators should be supported by
adults as well. Ultimately they should benefit the children as well as the families
and communities.
GROUP WORK:
Task 4: Participants were asked to go to the same groups they had worked in to develop
output and immediate objectives.
Participants needed to develop indicators for 1 immediate objective and 1-2 outputs. At
least one of each category should be a possible child led indicator.
Participants were requested to base their work on the concepts presented from the
previous day and to identify possible tools they might use to collect data for the indicators.
Reduced multiple child rights violation in the Chittagong Hill Tracts (CHT)
Immediate Output Indicators Tools

Objective
Children have been NFE (non formal Children have z Family Meetings with
enabled and have education) centres information about children, community and
succeeded in have become the NFE programme teachers
realising their right operational and z Reports
to basic education\ focus on child- z FGDs (focused group
centred teaching discussions)
methodology z Field visits
z Minutes of Child group
meetings
z PTS meeting minutes
z School record
Children's groups Children have z School records

have been enrolled in NFE z Examination report\
established and they schools and attend z Enrolment
are actively classes regularly z Dropout
participating in z Attendance: student/teacher
school activities z Segregated data
z Physical verification
45

Objective
Children of CHT Increased # of schools in the z Interviews

have access to enrolment of community
educational rights children in schools
Increased # of child groups in z FGDs

awareness of child project area that area
rights in the able to influence peer
community and child groups
rights issues
addressed at
community
Children's rights # of new enrolment z Questionnaires

monitoring groups (girls and boys)
are informed and
have taken
necessary actions in
preventing and
resisting child rights
violations
Developmental Objective/Goal: Reduction of hazardous child labour in Bangladesh

Objective
Ethnic minority z By 2007, X # of child labourers have

child labourers improved health and hygiene
z By 2007, child labourers made
have gained
education, life informed decisions that affect their
skills, lives and choice of work
livelihood, and
access to z Baseline data / S.A.
health services Increased z X # of child labourers regularly
attended NFE classes by 2007 z Observing
access to attendance record
z X # of children visited local health
education, book
computer clinics
z Observing records
z Children made decisions about their
skills, life of child patients
skills, lives confidently
z Exam records
z X # of diarrhoea cases reduced
livelihood z Interviews
z X # of children can read and write
training, and
health care for Urdu
z X # of children received job-
child labourers
oriented training
46

Objective
Behari ethnic z # of children pursuing higher level of

minority child education
z Children are negotiating and
labourers are
enjoying better communicating with their employers
quality of life
with improved z Structured
education, Increased z # of child labourers attending
computer classes interviews
better health access of the z Questionnaire
z # of child labourers enrolled in NFE
and access to target group to z FGDs (focused
life skills NF education, classes
z # of child labourers using health
group discussions)
computer z PRAs (collection
skills, life services
z # of child labourers participated in
of participatory
skills, and tools)
health care life skills training & number of
z Case studies
services trainings organised
z improved health seeking behaviour
among child labourers
z literacy level of child labourers is
increased
z child labourers are able to say NO
to life challenging situations
A lively group discussion followed the above group work. Facilitators emphasised
that PRA is not a tool, but rather a set of tools. Much of Save the Children work is
still not developed with the full participation of children, but that is something that
Save the Children is working towards.
Participants experienced difficulty in formulating indicators. They noted that they

felt confused between output and indicators. Put simply, output is like a topic and
indicators are like supporting sentences to the topic. As with many things, practice
is needed to become comfortable working and developing indicators and matrixes.
Understanding is enhanced by sharing work with colleagues and eliciting feedback.
To determine whether indicators are child-friendly, we should consider whether

children would be comfortable with them and could understand them. Sometimes
indicators might be difficult to measure. Many of the indicators that have been
developed in this workshop have been simple enough to measure.
47
CHAPTER NINE
BASELINE AND
SITUATION ANALYSIS
Baseline data are facts about conditions and the situation (including groups of
individuals, geographical areas and/or physical structures and institutions) of a
programme or a project before the intervention.
9.1 DIFFERENCE BETWEEN SITUATION ANALYSIS & BASELINE

Situation analysis has a broad focus and makes a thorough analysis of the status of
the situation at the present point of time, the conditions, trends from the past;
and identification of key issues. It provides all the information about a certain
issue(s) that is affecting people, including children and institutions for a given
geographical context. Situation analysis provides qualitative information, whereas
a baseline provides more quantitative data. The analysis is more in-depth in
situation analysis.
Baseline is more focused, usually project specific, and looks at a specific set of issues
within a situation. A comprehensive situation analysis may substitute for a baseline
(only to an extent) but a baseline cannot be a substitute for a situation analysis.
49
9.2 USE OF BASELINES

Baseline data analysis is conducted to gain perspective regarding the ground
realities in the context of project design. It can be undertaken during planning of
the project to make it more realistic and so that the project targets can be re-
adjusted accordingly. It can facilitate implementation of certain activities or
identification of potential targets. Moreover, it can also be used to identify the
most marginalised groups and can feed into impact monitoring, evaluations and
impact assessment to measure change.
9.3 ISSUES IN BASELINES

Baseline studies may not be done due to of lack of time and/or resources. The
timing for the baseline could be inappropriate (doing a baseline in year 2 of a 4
year project will not provide “before the project” information in true sense).
Baselines could also be compromised by the lack of design capacity to create data
collection instruments. They can be further compromised if the management does
not have to implement and supervise baseline activities. Lack of technical
capacity to process and analyse the resulting data is another possible problem.
Analysis of data is very important since it will indicate what needs to be changed
about a given programme.
The design and methodology of a baseline study is dependent on the scope of the
project, its nature, availability of resources, and geographical focus etc. At times, it
is difficult to collect sensitive information such as household income, abuse and
exploitation issues. Various social and cultural norms can slow or delay the data
collection (i.e. access to female interviewees by male data collectors). The study can
also be compromised by lengthy questionnaires that reduce the interest of both data
collectors and respondents. Ample care should be taken that it does not end up
being a “measure everything survey”, very much like a census. A balance must be
found so that both sides maintain interest in the questionnaire. Availability of
resources is another important issue when undertaking baselines, regardless of
whether the study is being done at the grassroots, national or global level.
50
9.4 WHEN AND HOW TO DO A BASELINE

A baseline is usually done at the beginning of project, once M&E indicators have
been developed. It can be done prior to an evaluation exercise if more neutrality
is required by evaluators or as a part of an Impact Assessment process, at the end
of the project evaluation. A baseline study is undertaken to see some changes and
to support changes that have occurred.
The process of doing a baseline consists of various steps. The first is to

conceptualise the purpose or objective of undertaking the baseline survey by
answering the 5 ‘W’s: why, what, when, where, how and by whom.
Secondly, designing of data collection instruments and developing questionnaires

(based on indicators) should be undertaken through a consultative/participatory
approach.
Third, preparing a Guidelines/Enumerators’ Manual for the Questionnaire/Tools

is important to ensure shared understanding among all enumerators and data
analysts.
Fourth, the questionnaires should be field-tested before going on to the sampling.
Fifth, sampling is composed of deciding on the Sampling Unit, the sampling

frame and sampling size and finally, the careful and appropriate selection of
enumerators.
GROUP WORK:
Task: Participants were requested to go to their previous groups. They were then asked to
identify baseline data needed for the output(s) from their earlier work.
51
Developmental Objective/Goal: Reduction of hazardous child labour in Bangladesh
Output Baseline Questions

Increased access of the target z How many child labourers (Behari ethnic group)
group to NF education, computer are there in the area? (factories) (boys and girls)
skills, life skills, and health care z Data on health services NFE centres
services
z Any existing intervention?
z Health condition of the children (their vulnerability
to exploitation)
z Basic facilities available in the area (electricity &
network)
z # of child labourers in Benasari Saree factory
Increased access to education, z # of child labourers who attend formal schools at
computer skills, life skills, different levels
livelihood training, and health
z # of child labourers who are not able to read and
care to child labourers
write in Urdu
z info to the determine the access and limitations of
child labourers for attending school
Linkages are found between baseline and situation analysis. When undertaking a
baseline, the questions can be a combination of open and closed ended. It
depends on the type of information the study is trying to gain, keeping in mind
the nature of the data, the community and the issue. The judgement has to be
made by the programme sector. There are no hard and fast rules about the type of
questionnaires used.
52
CHAPTER TEN
MANAGEMENT
INFORMATION SYSTEM
10.1 WHAT IS MIS: CONCEPT AND DEFINITION

Management information systems (MIS), which include both systems with
information for management and systems that manage information, have four key
elements: users, data, procedures and tools.
Users - Who will use the information, to take what decisions and who will provide
this information?
Data - The raw facts and figures collected to produce ‘information’. How should
data collection be organised to avoid duplications and inconsistencies, and
minimise data processing?
Procedures - Who does what and when so that information is collected, entered,
analysed and distributed to the right people? That is to say, what should be the
interaction between user and data, and between the users themselves?
Tools - What tools are needed to carry out the procedures?
53
MIS answers an information need that crosses unit boundaries or where intra-
unit information must be aggregated above the level provided by the manual
information systems or database, mainly for supporting planning, monitoring,
learning and decision-making processes. MIS may include information relative to
programme, policy advocacy, thematic interventions and may contain ‘Basic
Facts’, ‘Coverage Information’ and also ‘Evaluative’ information.
MIS is a separate piece of an organisation’s information system, but is strongly

related to the existing programme/project documents and database systems (i.e.
monitoring), from which information would be fed into the MIS.
MIS would/may include the different levels of information that need to be shared
across organisational functions, mainly for decision-making purposes. MIS also
includes information from grassroots levels that can be utilised by rights holders,
duty bearers and other stakeholders. It is a system which stores information based
on finance, impact studies, programmes, reports and so forth, and which enables
the management to make decisions.
MIS could include quantitative and qualitative information (e.g. case studies), and
should present information in a user-friendly format (e.g. graphics). Put simply, MIS
is a storing system that stores information and helps management make decisions.
10. 2 STAGES OF MIS DEVELOPMENT

The design is the conceptual phase and is critical to success of the MIS. It needs
to take the following into consideration:
z the design phase should be clear on what information will be needed and in
which form;
z which process and system will best satisfy information needs (for both data
storage and management purposes);
z how the processes relate to each other; and
z technical requirements – hardware and software.
54
Development is the drafting phase for the computerised aspects of MIS and
consists of developing:
z programmes and procedures for each module;
z inter-linkages/relationship between each modules; database;
z installation of database (hardware, software part); and
z finally, testing and reviewing the database (to ensure the right result).
What to do before Development:

Before the development phase, a diagnosis is made of project/programme
management information needs including: what information, for whom and to do
what? This needs to be supported by a detailed description of a set of modules/
sections including their functions, their information input and output, and their
intended users.
The design of the system structure, including the modular/sections set-up, links
between modules/sections, and the content of the common database needs to be
determined. The technical specifications of the equipment must also be
determined.
What to do:
A list of indicators for monitoring performance and impact should be developed.
A draft of data collection sheets, standard format of reports and summary tables
should be set. This should be supported by an organisational structure with
personnel needed for the collection, input and processing of data, and supervision
of the MIS.
During this whole phase an appropriate person must be present at the ‘design and
development’ phase. The designer must have programme knowledge (and of course
some technical understanding) and must be very sound in the technical aspects.
Things to remember:
Take time for needs assessment: Start by finding out the information needed by all
stakeholders (content, form and timing), and do it as early as possible.
55
Don’t reinvent the wheel: Do your homework properly, learn from others’
experience.
Keep it simple: No information should be entered twice; all information should be

useful and used.
Figure out beforehand what information is needed; otherwise you waste financial
and other resources. Hence, focus on the importance of the design side.
Make it modular/sectional: Different elements of the MIS should be linked and

share information, especially the finance system and the monitoring system.
Be (almost) ready when the project starts: Plan ahead, otherwise catching up will be
difficult and costly.
Take maintenance seriously: Evaluate the system once a year, make sure
maintenance can be done properly/timely, and select technology appropriate to
the context. Support the person that will be doing this.
Be flexible, evolve with the programme/project: If you change one of the four MIS
elements, the others have to change too; if you add components to the
programmes/projects, add components to the MIS. Close links between with
MIS and the plan must be maintained at all times.
Once information is available, one can reflect, learn and adjust actions to modify
the project if needed. For example, a possibility could be linking it with NFE or
with the Ministry of Education so that children can get into the NFE. Maybe
some teachers are not effective and that is the reason children are not going to
school. We may learn that children are not willing to go to school because the
teachers are not teaching them effective tools or skills. So we need to plan
accordingly. It’s a learning cycle on action-reflection-learning-planning.
Staff meetings could be an effective mechanism.
56
GROUP WORK:
Learning & Feedback Mechanisms
Participants were asked: What are some of the Learning & Feedback Mechanisms you
currently use? They were requested to write one learning & feedback mechanism per card.
After sharing within the tables with colleagues, they were asked to arrange them in similar
topics.
The group results according to similarity in topics:

z Weekly staff meeting, staff meetings at various levels (regional & national level), Staff
annual retreat
z Thematic/programmatic/managerial review meeting (monthly)
z Field monitoring visits, exposure visits, observations, staff appraisal
z Community focus group discussions, meetings held among child clubs, feedback from
stakeholders (children, teachers, parents)
z Informal meetings, progress reports, development of effective reporting formats (quality
& quantity), process documentation, data provided by staff, GIM workshop, MIS,
Progress reports, Process documents, Network sharing, Sharing of concept notes
z Trainings, workshops with partners, stakeholders feedback sessions, indigenous
knowledge, networking, best practices, linkages to other organisations, media reflection
z Revisit objectives with staff, follow-up on plan of action by partner organisations after
training, revisit detailed implementation plan, sharing of concept notes or readings with
colleagues through internet, e-groups, suggestions
z Budget analysis report vs. programme reports, meeting with donors
z At Save the Children level: management team meetings to review programme
57
CHAPTER ELEVEN
PANEL SESSION ON
FINANCIAL MANAGEMENT
The panel was composed of three persons from within the workshop:
z Sanjeeva de Mel, Executive Director, SERVE Secretariat (Sri Lanka)
z Syed Mehmood Asghar, Country Manager, Save the Children Sweden
(Pakistan)
z Durgesh Prasad, Executive Secretary, SRAVANTI (India)
The panellists, representing donors and NGOs, graciously agreed to give brief
presentations on financial management and took part in the question and answer
session. The panel looked at: budget; summary of financial reports and spending
budget; and financial monitoring aspects.
z Budget - Sanjeeva de Mel
z Summary of financial reports/ spending budget - Durgesh Prasad
z Budget Monitoring Aspects - Syed Mehmood Asghar
The main issues highlighted during the panel and during discussion were:
z Developing a project proposal, reflecting the contribution of the donor and the
organisation.
59
z All expenditures should be reflected in the ‘cash book’ with amount withdrawn
and for what activity.
z All money spent should be approved with the use of voucher system.
z Importance of all documents being prepared by one person, checked by
another and approved by a third person to maintain transparency.
z The importance of accountability and transparency at all times, hence the
crucial importance of detailing transactions (with a paper trail), the funding
amount and where the funding came from.
z Financial reports need to be submitted reflecting all contributions (from
external and internal sources of respective country).
z Donors are likely to both check reports and conduct field checks, and if the
project needs to be expanded or prolonged, then the money will be allocated
accordingly.
z Importance of sharing information about financial matters with stakeholders.
z Most transactions are done through check books. If money needs to be given
directly for certain reason (i.e. tsunami victims) then this needs to be cleared
with donors and government.
z To maintain transparency and accountability, all transactions and policies
should be properly documented. Importance of organisation financial policy
and procedures should be set in place. Who is going to sign off the check? At
what rate will officers travel and so forth? This information needs to be
disseminated to all the staff in the office.
z Most donors ask for audit reports from their partners’ organisations. This is
good for transparency.
All transactions should be properly accounted for and clearly documented to avoid
complications. Systems need to be transparent so that no problem arises later
when the government/donors request an audit. Especially since funds are going
from one country to the next, government is very careful to ensure that it is not
for terrorist activities.
60
During the final monitoring, all documentation of expenditure should be

reflected. Some things to consider are: do all staff members have contracts, is the
salary mentioned in the contract and so on. This also applies to donor
organisations. This documentation is needed so that an external examiner looking
at it can check to see that funds have not been misused. Job descriptions for each
and every staff member must be updated and kept in hand.
Transparency involves both accountability and participation of stakeholders. ’How

much is it impacting?’ and ‘how much is it costing?’ are linked. This needs to be
transparent at all times.
When there is multi-funding for the same activity/salaries/taxes, a separate

account needs to be maintained for each and every funding agency, with separate
vouchers and different information according to the needs of the funding
agencies.
External audits may be a problem and hold back management, but they are
checking for transparency and hence should be well-prepared for. So you should
document all your transactions in order to avoid problems.
61
CHAPTER TWELVE
MONITORING AND
EVALUATION PLANS
GROUP EXERCISE:
Setting up an M&E Plan
The participants were requested to look at the M&E Plan samples and discuss what format
each group thought should be used. They were requested to write these formats on the
flipcharts.
There were five groups and each did a budget planning. These were put on flipcharts. The
groups rotated, looking at the charts and adding comments as they felt necessary.
The discussion concluded that goals have indicators, whatever the output or
objective is. Indicators must be present for the overall goal. A balance is needed
between making things simple, and not losing any substance. Earlier it had been
learned that there are no indicators for goals and activities. While it is possible to
have indicators for everything, this balance is needed. Sometimes, regardless of
the form, you may not have all the information asked for; in this case you can
mark it with an ‘X’.
63
GROUP WORK: MONITORING & EVALUATION ISSUES/CONCERNS

Participants were requested to think about some of the individual challenges they faced with
M&E. They were asked to write the top issue that demanded priority thinking on a VIPP card
in 2 sentences.
Participants were then divided into two circles, one on the inside and the other outside.
The participants inside were consultants and the outsiders were seeking advice. The outside
participants wrote down the advice given by consultants. Participants shifted to the next
consultant and repeated the process. The process was repeated 3 times and roles switched.
The same exercise was repeated again.
A few issues were highlighted in the large group:
How to conduct a baseline survey in a frequently changing situation and be reliable. This requires a
large and solid baseline survey with a lot of information and documentation. Results should
be compared after some time.
Most of the field staff responsible for M&E are senior or management and don't take it seriously. M&E
has to be closely linked with capacity building, and the project process, including staff.
Non-availability of authentic or correct data. Information from reports, comparison with the
situation analysis, and other reports and documentation should be utilised.
Since the assessment of qualitative indicators is subjective, how can agreement be reached? Come to
an agreement on the criteria before going to make the assessment. How do you prevent or
counteract subjectivity or differences? Some suggestions included having very clear
qualitative and quantitative indicators. Decisions should be made about what sort of criteria
are going to be used, the tools and methodology. Decisions should be made on how to
prove and test the questionnaires. Three options can be given: 'yes', 'no', and 'maybe'.
Standardisation of indicators by the organisation should be made in agreement with

community/stakeholder.
How do you develop heterogeneity of knowledge level or understanding in M&E?

The M&E person should frequently exchange ideas with management and donors.
Participation of programme people is needed in M&E planning. Capacity building/training in
common concept development is important for all concerned.
Inappropriate use of findings.

We need to be careful of the objectives of evaluation, and its rationale. Partner
organisations should be involved so they agree with the objective of the whole process.
64
CHAPTER THIRTEEN
GROUP ACTION /
FOLLOW-UP
One of the main objectives of any workshop is to ensure that participants not
only benefit from the workshop themselves but are also able to share such
learning with others in order to build capacity.
Making Contact:
z An e-mail helping group list focusing on M&E issues.
z Mr. Ghassan will be the focal resource person to be contacted for clarification.
z Participants working in Bangladesh and West Africa will share their documents
with others.
z A Follow-Up Meeting/Workshop (long-term – needs to be discussed more
carefully).
z Exchanges of practices at the country level – can also be shared through the e-
mail helping group.
z From Save the Children Sweden, the response to the different requests was to
continue to support developing and strengthening the endeavour to develop
rights based M&E and to see this as a process.
65
GROUP WORK:
Task: In a small group discussion, participants will decide on a few things they can agree to as
‘next steps’ from this workshop.
Objective: Participants will work cooperatively and develop a list of possible things that they
can sensibly agree on as a follow-up from this workshop.
z Cooperation by thematic groups on M&E evaluation
z Review and fine tuning of existing M&E practices
z Creation of a helping group on M&E
z Refresher workshop/meeting every three years
z Resource focal person for clarifications or/and support
z Formation of Five Dimensions of Change and M&E network in South Asia and Africa
z Follow-up meetings to review implementation of the Five Dimensions of Change
z New partner workshops
z Sharing of approaches to influence donors
A group volunteered to be in charge of creating an e-group of the participants for

networking.
z As an immediate process, Save the Children Sweden will work on the

unresolved questions that arose from the workshop.
z The core Save the Children Sweden group will meet again in September to
finalise the rights based M&E tool.
66
GROUP WORK:
Task: At the end of the workshop, participants were asked to also reflect and make
decisions at the individual level using the existing resources. Participants were asked to
think about the following questions:
z How are you going to do to apply the learning from this workshop in your work?
z How are you going to share the learning with others in your organisation, in your area?
After individually creating an action plan, participants were asked to meet in groups by
countries and share their plans and possibly agree on cooperative next steps, laying out a
platform for future action.
Objectives:
z Participants will cooperatively work on individual action plans based on the learning
from this workshop
z Revising existing projects – objectives and outputs to be aligned to the Dimensions of
Change in monitoring and evaluation
z Implementing Five Dimensions of Change on capacity building of specific programmes or
projects
z Preparing an M&E plan chart for each activity, specially focusing on the Dimensions of
Change and CRP principles
z Working with partners on integrating M&E plans into their new project proposals
Key Learning Points:

z The common practice of working in isolation makes it very difficult to create links with
other organisations that share similar objectives.
z Sharing is a learning tool not only for others but for ourselves.
z Keep the learning network alive!
67
ANNEX 1
AGENDA
MONDAY (25 July 2005) THURSDAY (28 July 2005)

z CRP refresher z Baselines
z Rights based & other approaches z CRP Evaluations
z GIM/5 Dimensions of Change and CRP z Learning & Feedback Mechanisms
z MIS
TUESDAY (26 July 2005)
z Overview M&E FRIDAY (29 July 2005)
z Logical Approach to Programming (LAP) z Program Financial Monitoring
z Concepts z Setting Up M&E Plans
z Systems z Pulling It All Together
z Details – Activities, Outputs, Objectives z Way Forward
z Wrap Up
WEDNESDAY (27 July 2005)
z LAP
z M&E Indicators
z Tools
69
ANNEX 2
PARTICIPANTS LIST
Regional Capacity Building Workshop on Child Rights Based

25th - 29th July 2005, New Delhi, India
Organised By Save the Children Sweden
AFGHANISTAN
1. Muhammad Akbar Qati 6. Sabrina Karim Morshed

Assistant Child Protection Project Manager Information Officer,
Save the Children UK CHILD-LED Organisation and ADVOCACY
North Afghanistan CHRISTMAS CALENDAR PROJECT-SCSD
Tel no: 8802-882 8118
2. Mohammed Saeed E-mail: sabrina@scsd-bd.org
Asst. Child Protection Project Manager
Save the Children UK 7. Meenakshee Batra Advisor
South Afghanistan Christmas Calendar Project
Tel no: 88-02-882 8118
BANGLADESH E-mail: meenakshee@scsd-bd.org
3. Md. Esha 8. Pranab Kumar Sarker

Executive Director Project Coordinator,
Barendra Advancement Integrated Christmas Calendar Project
Committee (BAIC), Ruhul Bhabon, Bangladesh
Santimor, Chapainawabgon, Bangladesh Tel no: 88-02-882 8118
Tel no: 880- 781-56154 E-mail: pranab@scsd-bd.org
Fax no: 880-781-55820
Mobilie: 0173200417 INDIA
E-mail: baicesha@yahoo.com
9. Gamliel Sherio
4. Qazi Elina Zubaida Beby Project Manager
BRAC Guwahati Street Children Project
Dhaka World Vision India, House
No. 3 Bylane No1
5. A.K. M Mahbubul Alom Kanaklatapath, Lachit Nagar, Bharalupar,
Programme Officer Guwahati 781007, Tel no: 91-361-2462659
Child Labour-SCSD E-mail:
E-mail: mahbubul@scsd-bd.org Guwahati_Street_Children_India_Project@wvi.org
71
10. Priscilla Barnabas 15. Dev Ale

Project Officer Save the Children-Norway
Bangalore Girl Child Project Country Programme Office
No. 422, 5th A Cross Jawalakhel
II Block Kalyan Nagar Tel no: 977-1-538705/5538204
Bangalore 560043 E-mail: d.ale@savechildren-norway.org.np
Tel no: 91-080-25426072, 25426098
Mobile: 9880835234 16. Sanam Chitrakar
E-mail: bangalore girl child India Advocacy Coordinator, (CONCERN)
project@wvi.org GPO Box 4543, Kathmandu, Nepal
Tel no: 977-1-4279231,
11. Durgesh Prasad Fax no: 977-1-4277033
Executive Secretary E-mail:sanam@concern.com.np
SRAVANTI
86-3-15/1, Shirdi Sai Marg PAKISTAN
RAJAHMUNDRY
Andhra Pradesh 17. Shereen Niaz
Tel no: 2461139 Principal Trainer
Mobile: 9848166644 Save the Children Sweden Pakistan
E-mail: sravanti1992@yahoo.co.in 60 C (5) University Road
University Town, NWFP, Pakistan
12. Sunil Banra Tel: 92-91-5700987, 5704784, 5702810
Save the Children Finland Fax: 92-91- 840349
A-20 Kailash Colony E-mail: shereen@scpa.com.pk
New Delhi 110048 radda@brain.net.pk
India
Tel no:9193146-29331 18. Syed Mehmood Asghar
E-mail: parulsoni@scfinland.org Country Manager
13. Sona Pradeep Pakistan
Project Co-ordinator Tel no: 92-91-5704236
Save the Children Finland E-mail: asgherm@scpa.com.pk
2nd Floor, A/20, Kailash Colony
New Delhi- 110048 SRI LANKA
Tel: 91-11-26441174/75/76
Fax: 91-11-26443740, 19. Sanjeeva de Mel
E-mail: sona@scfinland.org Executive Director
SERVE Secretariat
NEPAL 3/1 Francisco Place, Moratuwa
Sri Lanka
14. Bijaya Sainju E-mail: serve@eureka.lk
Concerní for Children and Environment
Nepal CONCERN, Nepal 20. Mangala Munasinghe
Tel no: 977-1-4279231, 9851030656 Programme Manager
Fax no: 977-14277033 School of Social Work Programme
Email:concern@mos.com.np,
bijayasainju@yahoo.co.in
72
21. Varathaseelan Sinthathurai Patumwan Bangkok

Partnership Development Manager Thailand 10330
(Emergency Education) Tel: 66-2-6841286/8
Save the Children in Sri Lanka Fax: 66-2-6841289
Lower Road, ORRS Hill E-mail: napat@seapro.or.th
Trincomalee, Sri Lanka
Tel no: 94-262222701 WEST AFRICA
Fax no: 94-26-2223093
E-mail: varathaseelan@savethechildren.lk 26. Amé Atsu David
Programme Officer
22. Navaratnam Andrew Lazarus Regional Office for West Africa
Partnership Management Officer -SHP Point E, Rue 6 X C
Social Harmony & Peace B.P 25934 Dakar-Fann, Senegal
Save the Children Sri Lanka Tel: 221 8691956
Regional Office, Batticaloa Fax: 2218644463
Sri Lanka E-mail: ame.david@scswa.org
Tel no: 65-2225710/779183243 ameatsu@hotmail.com
Fax no: 65-2225710
E-mail: andrew@savethechildren.lk REGIONAL TEAM
23. Padma Fonseka 27. Jay Wisecarver

Partnership Development Manager ECE/ CRP Advisor
ECCD Child Rights/CRP Advisor
Save the Children in Sri Lanka Save the Children Sweden, Maneeya Center
Walana Panadura, Sri Lanka South Building, 14th Floor, 518/5 Ploenchit
Tel no: 94-11-2672668-70, 2672672/74 Road, Bangkok 10330, Thailand
Fax no: 94-11-2672671 Tel no: 66 2684-1046, 684-1047
E-mail: padma@savethechildren.lk Fax no: 66 2684-1048
E-mail: alliance@loxinfo.co.th
BANGKOK
28. Shyamol Choudhury
24. Chaiwat Moonuan Regional CRP Coordinator
Child Psychosocial Support and Protection Save the Children Sweden
Project Officer, Save the Children UK C/O Save the Children UK OSCASR
518/5 Ploenchit Rd. Lumpini Office of South Central Asia Region
Patumwan Bangkok Tel no: 977-1- 5527152, 5523924
Thailand 10330 E-mail: shyamol@savethechildren.org.np
Tel: 66-2-6841286/8
E-mail: chaiwat@seapro.or.th 29. Glenda Giron
Summer Intern
25. Napat Phisanbut Save the Children Sweden
HIV/AIDS Project Officer Bangkok, Thailand
Save the Children UK Tel no. 1-626-2785992
Southeast and East Asia and the Pacific E-mail: Glenda_Giron@ksg06.harvard.edu
Regional Office
14th floor, Maneeya Center Bldg.
518/5 Ploenchit Rd. Lumpini
73
30. Bandana Shrestha 32. Gaziul Hassan Mahmood

Regional Consultant Programme Officer
Save the Children Sweden Monitoring, Evaluation & MIS
Regional Programme for Save the Children Sweden-Denmark
South and Central Asia House # 9; Road # 16; Gulshan - 1
Kathmandu, Nepal Dhaka - 1212. Bangladesh.
Tel no: 977-1-5531928/9 Phone: 880-2-9861690-91, 8853994-95
E-mail: bandana@savethechildren.org.np Mobile: 88-0175003655
Fax: 880-2-8812523
31. Ravi Karkara E-mail: hassan@scsd-bd.org
Regional Programme Manager
Kathmandu, Nepal
Tel no: 977-1-5527152, 5523924
E-mail: ravikarkara@savethechildren.org.np
74
ANNEX 3
BRIEFS OF PROJECTS/PROGRAMMES OF SAVE THE CHILDREN &

PARTNERS: HOW TOPICS FROM WORKSHOP ARE USED OR
IMPLEMENTED
Country: India
Organisation: Save the Children Finland
Background: Save the Children Finland is actively working in Rajasthan, India on various
child rights ensuring projects
Project/Programme: Family Upliftment Project (FUP) wherein child centred approach is

the basis of each of its activities. Providing quality inclusive education and life skill education
has been one of our major thrust areas of work. In addition, bringing about community
awareness on child rights through child rallies and child fairs has succeeded in sensitising the
community on issues of child rights violations.
Activity: Arranging various workshops and training programmes on child rights and child
participation concepts as well as discussing its practical applicability/implementation in the
field. At first, the implementing NGO planning staff received training on these topics. When
they became confident, they presented similar training programmes for their field level staff
(barefoot field level staff). Since they are directly involved in the implementation process it is
of outmost importance that they are sensitised and have sufficient capacity to take the
project in the right direction. The expected results of this series of activities is to create a
Barefoot Team that can conduct trainings on child rights and children's participation to other
or newly recruited staff as well as to other local NGOs.
Dimensions of Change: Changes in civil society and community capacity to support

children's rights; changes in policies and practices affecting children and young peoples'
rights. Ultimately, changes in the lives of children and young people.
Tools for Monitoring and Evaluation: Qualitative change can be measured as more and
more staff are sensitised on CR issues and show behavioural changes when dealing with
their own children.
Contact Person:
Sona Pradeep, Project Coordinator
E-mail: sona@scfinland.org
75
Country: Nepal
Organisation: Save the Children-Norway
Background: Save the Children-Norway started work in Nepal in 1984 by implementing

self managed child centred community development projects. In 1998, it shifted its strategy
to work with local organisations and government structures as partners, re-focused around
global strategic issues and undertook more rights based approaches to work. The
organisation currently works in 35 districts with 53 partner organisations.
Project/Programme: Themes
Activity: Working with more than 27,000 children aged 8-18 who are organised in over 700
child clubs in 98 village Development Committees of several project districts. These child
clubs are addressing a range of issues affecting them such as schooling, awareness of their
rights, issues of disability, HIV/AIDS and opposing discrimination, abuse and exploitation.
Furthermore, children coordinate with the government and social institutions related to
their services. They even actively protest and take necessary action with those who have
authority to make decisions if they find that their rights are either not fulfilled or are
violated.
Dimensions of Change:
Changes in children's civil participation
Changes in policies and practices affecting children and young peoples' rights
Ultimately, changes in the lives of children and young people
Tools for Monitoring and Evaluation: Changes in levels of child participation are
measured through reviewing their work. A half yearly review meeting is organised with
partner staff and children's representation. Similarly, they use periodic reports, case studies
and frequent interaction with children and parents during field visits.
Contact Person:
Dev Ale
Country Programme Office
E-mail: d.ale@savechildren-norway.org.np
76
Country: India
Organisation: Sravanti
Background: Sravanti is working for the development of women and children in East and
West Godavari Districts of Andhra Pradesh, India. Its main focus is on prevention of second
generation children (children of the victims of commercial sexual exploitation) being
trafficked for sexual exploitation. These children are not being sent to schools and the
environment in and around their homes forces them to be exploited.
Project/Programme: Regional and state level interface meetings between children of

VOCSET (victims of commercial sexual exploitation and trafficking) and policy makers,
educators, media and politicians on the topic of trafficking and prevention. The children ask
the other stakeholders about measures being taken up by the government and the
enforcement status of the existing laws to protect, prevent, rescue and rehabilitate and
provide social integration of vulnerable children.
Dimensions of Change: Changes in the lives of children and young adults through
attainment of education and healthy growth due to nutritional support. Also, changes in
policy and practice affecting children's and young people's rights because properly sensitised
politicians have responded positively and raised concerns about the status of laws with
regard to VOCSET in the state assembly.
Tools for Monitoring and Evaluation: Number of children enrolled in the schools;
mothers' interest in sending their children to Non Formal Education (NFE); number of
issues raised in the Assemblies, issues raised by children in their meetings.
Contact Person:
Durgesa Prasad Kl, Executive Secretary of Sravanti
E-mail: Sravanti1992@gmail.com
77
Country: Afghanistan
Organisation: Save the Children UK
Background: SCUK supports children's groups in central, southern and particularly

northern provinces.
Project/Programme: Global Movement of Children (GMC)
Activities: The children in the GMC groups (56% girls and 44% boys) are school and non-
school street-working children. 2000 children are actively involved and they know their
rights and responsibilities toward their communities. Some of the activities children are
involved in are: child-to-child capacity building; regular meetings and networking; identifying
and resolving children's problems; active participation in adults' forums such as the health
committee, CP action networks, National Solidarity Programme, and CP committees at
village level.
Dimensions of Change: These children have made significant changes in their lives and
changes in children's and young people's participation and active citizenship. For instance,
they have been able to establish libraries in three schools in the Balkh Province.
Tools for Monitoring and Evaluation: Establishing mixed (adults and children) CP
committees to monitor in their localities
Contact Person:
Muhammad Akbar Qati,
Assistant Child Protection Project Manager
78
Country: Senegal
Organisation: Save the Children, Sweden
Background: Africa is full of traditions, some of which are good for the development of
boys and girls and others that are detrimental to their health and well being. One of the
most harmful traditions is female genital mutilation (FGM). Save the Children Sweden is
committed to ensure that girls in West Africa enjoy their rights to good health, life,
development and body integrity.
Project/Programme: Campaign against Female Genital Mutilation (FGM)
Activities: Sensitisation among religious leaders, practitioners, community people, parents

and health workers on the negative consequences of FGM. Also, trainings for various actors
such as NGO staff and teachers on the need to put forward the issue from a child rights
based approach and to involve children in the fight against FGM. Finally, there are activities
of advocacy toward parliamentarians for the adoption and/or enforcement of existing and
new laws as well as the ratification of international legal instruments.
Dimensions of Change: Changes in civil society and communities' capacity to support

children's rights because some practitioners have abandoned the practice and are carrying
out sensitisation campaigns and some religious leaders are preaching against the practice.
Changes in children's and young people's participation and active citizenship since children
themselves have initiated clubs in some schools. Finally, some level of change in policy and
practice affecting children's and young people's rights is beginning to take place as
parliamentarians are currently reflecting about a law in Naei and the Gambia.
Tools for Monitoring and Evaluation: Field visits to notice the changes in behaviours by
community people; children performing drama and sketches against FMG in the community;
interviews with practitioners, who have organised themselves into an anti-FGM Association;
focused group discussions with women's groups who talk about the harmful consequences
of FGM - which they did not of know before - and how they intend to protect their
daughters; reports from partners on the various activities carried out by parliamentarians
against FGM.
Contact Person:
Amé Atsu David
Programme Officer
E-mail: ame.david@scswa.org
79
Country: Bangladesh
Organisation: Barendra Advancement Integrated Committee (BAIC) funded by Save the

Children Denmark
Background: The developmental objective of the programme is the reduction of hazardous

child trafficking in Bangladesh, with the immediate objective to create options of education,
life skills and livelihood of ethnic minority children in the India-Chapainawabgonj cross
border community. Also the organisation focuses on advocacy with community people and
other law enforcement.
Project/Programme: Action Against Child Trafficking Programme
Activities: Quarterly motivational and awareness-raising meetings for parents/guardians,

NGOs, GOs, and civil society on child rights, particularly on the negative effects of child
trafficking and alternatives to physical and psychological punishment. Also, parents and
guardians, employers, and community people are motivated to protect children against child
trafficking; organisation of community committees that meet every six months
Dimensions of Change: Changes in children's and young people's participation and active
citizenship, as youth clubs have been strengthened and capacity support has been provided.
Changes in civil society and communities' capacity to support children's rights through the
awareness raising meetings
Tools for Monitoring and Evaluation: xx
Contact Person:
Md. Esha
Executive Director
E-mail: baicesha@yahoo.com
80
Country: India
Organisation: World Vision
Background: World Vision India is a child-focused Christian relief and development

organisation working in partnership with the poor in India without any prejudice based on
caste colour or creed. Fullness of life for every girl and boy with dignity, justice, peace and
hope is the drive of World Vision's partnership with the poor.
Project/Programme: Project 'India Child Labour Rehabilitation and Prevention

Programme' (ICLRPP), 'Guwahati Street Children Project' (GSCP) and Bangalore Girl Child
Project are running bridge school and non formal education in Rajamundry, Guwahati and
Bangalore cities in India.
Activities: These projects have been successful in bringing about a change in the lives of
1062 children by getting them enrolled in formal government schools. ICLRPP has been
running ten bridge schools in the city of Rajamundry since 2003 has succeeded in enrolling
797 child labourers in the government schools during 2005. Guwahati Street Children
Project, through its five NFE centres, has had 230 children who were rag pickers until 2003
enrolled in government schools. Bangalore Girl Child Programme has had 35 girl children
enrolled in government schools.
Dimensions of Change: Changes in the lives of children and young people through bridge
schools and continuous teaching. ICLRPP children formed a children's club through which
the children themselves identify child labourers and drop outs and refer them to bridge
schools being run by the project. Through Non Formal Education and its content, GSCP
conducted confidence building activities (Training for public speaking and debates) to enable
the children to conduct the programme themselves. Now the children, who were once rag
pickers, themselves conduct cultural programmes and other project programmes
confidently. The number of children going to school is increasing. BGCP formed Self Help
Groups to improve the living conditions of the girl child by helping them seek to earn a living
in the community. SHGs are responsible to protect the girl child from any kind of abuse in
the family or community. The change is that more and more girls want to go to school and
help themselves.
Tools for Monitoring and Evaluation: On an annual basis, report cards, health appraisal
cards, progress report of children, and project reports. Also financial reports of the project
and photographic reports of the specific children's involvement in the programme.
Contact Person:
Gamliel Sherio,
Project Manager
E-mail: Guwahati_Street_Children_India_Project@wvi.org
81
Country: Sri Lanka
Organisation: Save the Children in Sri Lanka (SCiSL)
Background: SCiSL is addressing child related issues in three main thematic areas:
Education (Ed), Social Harmony and Peace (SHP), Children Affected by Armed Conflict and
Disaster (CAACD). Early Childhood Education (ECD) is not within the purview of the
government's education system, but the Provincial Councils (PC) are empowered by the
constitution to register and support preschools. The PCs had not taken any initiative in this
regard before the intervention of SCiSL.
Project/Programme: Early Childhood Education Programme (ECD) and Social Harmony

and Peace Project (SHP)
Activities: For the Education Programme, in the year 2000, SCiSL implemented an ECD
Programme in partnership collaboration with selected PCs. As a result, ECD units were
established at the Provincial Education Ministries. For SHP, children participated in
innovative and creative communication in order to promote dialogue among themselves. For
this activity, children were given opportunities without any discrimination, in term of
ethnicity, religious affiliation, caste, culture or race. All children involved came together in a
'Children's Parliament' and raised their voices on common issues related to them.
Dimensions of Change: In the Education Programme, changes in policy and practice

affecting children's and young people's rights and changes in equity and non-discrimination of
children and young people as the PCs made statutory resolutions for the development of an
ECD Action Plan for 2006-2008. In SHP, changes in children's and young people's
participation and active citizenship, and changes in equity and non-discrimination of children
and young people.
Tools for Monitoring and Evaluation: In the Education Project, there are physical
verification review meetings. In SHP, by going through the exchange documents prepared by
children; exposure visits; reports on creative correspondence; and physical verification
(Children Parliament).
Contact Person:
Varathaseelan Sinthathurai
Partnership Development Manager (Emergency Education)
E-mail: varathaseelan@savethechildren.lk
82
Country: Nepal
Organisation: CONCERN
Background: Of Nepal's total population of 25 million, 52% is comprised of children. 2.6

million child labourers of the population contribute 20% to the country's GDP. Concern for
Children and Environment-Nepal (CONCERN) has been working for child labourers since
its inception eleven years ago. Acceptance of child participation (accepting children's views
and feelings), especially of the child labourers, was initially not recognised at all. Those
children were regarded as second-class citizens who were not allowed to express their
views, even in the areas that affected them directly.
Project/Programme: Child club formation and child participatory activities
Activities: CONCERN started to work with children, especially those trapped in hazardous
forms of child labour like child porters and child workers in brick kilns, mechanical works,
stone quarries and restaurant/teashops, promoting their participation for their own rights.
Dimensions of Change: Recognition of their voices at the local level: The children in
suburban areas are called for all kinds of social gatherings. One of the 42 child clubs
established in the CONCERN working areas with gender balance and non-discriminatory
practices even obtained legal recognition from the local VDC. Another change is that these
children provide feedback in local community meetings. In Chobar (a southern suburban area
of Kathmandu), the children took over the duty of local community forestry.
Children are fighting for their own rights: These children conduct various activities to raise
community awareness as a platform to express their views. Some of the children have been
able to change the behaviour of their own parents, decreasing their alcoholic consumption
and making them understand the value of education.
Common voice at the national level: The children later on expressed the need to
advocate at the national level. With the collaboration of other organisations working for
child labourers, they established the National Working Children's Forum, consisting of
children working in the 20 most hazardous occupations in Nepal. These children are
planning to organise a South Asian Convergence of Child Labourers in August 2005.
Tools for Monitoring and Evaluation: Revisit immediate objectives; field test to prove
the change; receive communities' feedback; hold discussion meetings with children's clubs;
discussions with field staff and direct line managers; develop case studies; revisit Detailed
Implementation Plan; compare anticipated difficulties and real practice (this leads to the view
of children and community as a whole and changes are easy to see).
Contact Person:
Sanam Chitrakar
Advocacy Coordinator
E-mail:sanam@concern.com.np
83
Country: Sri Lanka
Organisation: SERVE
Background: SERVE is a Sri Lankan non-profit service organisation, established in 1999

with the noble vision of contributing to a society that supports and ensures equality, dignity
and humanness of people, especially children. Presently, SERVE is the only organisation
working for the empowerment of children through school social work.
Project/Programme: Programme in the area of school social work, covering all ethnic,
religious and social groups belonging to 22 locations from 4 Districts.
Activities: Provides Guidance and Counselling in a child-friendly environment using school

social work techniques in a confidential manner.
Dimensions of Change: Changes in equity and non-discrimination of children and young

people by overcoming, minimising and coping with day-to-day psychosocial problems, leading
to happy and successful studies.
Tools for Monitoring and Evaluation: Case Reports maintained for each beneficiary;
number of children approached for assistance - number of children assisted successfully;
case registers include the details of all beneficiaries and the level of assistance granted; staff /
parent interviews + observation by social worker or classmates; students' academic and
attendance records.
Contact Person: Sanjeeva de Mel

Executive Director
E-mail: serve@eureka.lk
84
Country: Pakistan
Organisation: Save the Children Sweden
Background: Save the Children Sweden with the collaboration of Ministry of Law Justice
and Human Rights, a Government of Pakistan Ministry, is implementing a project in one of
the juvenile jails in the NWFP, Pakistan. The main objective is to make this a "model jail" for
the juvenile prisoners.
Project/Programme: Rehabilitation of Juvenile Prisoners
Activities: In this project the juvenile prisoners have access to formal education,
psychosocial support, computer literacy, library, recreation and sports facilities and skills
training. Teachers, psychologist, and computer and skills trainers have been employed and
are working full time in the jail with the juveniles. The jail staff, including the juvenile
prisoners, has been trained through a variety of training programmes in Human and Child
Rights, Juvenile Justice System Ordinance (JJSO) etc.
While working with the juvenile prisoners and jail authorities, other stakeholders were
also identified who were gradually contacted and involved in the project activities. Another
important component of the project was advocacy campaign at the policy level.
Dimensions of Change: Changes in policy and practice affecting children's and young
people's rights: Advocacy: Laws concerning JJSO were framed and formally adopted for
implementation by the provincial government and the JJSO was extended to the Provincially
Administered Tribal Areas (PATA) where the law had not been applicable as it was a tribal
area. Jail authorities opened up and gave access to the jail to outsiders (teachers/
psychologist/skills trainer/computer trainer etc.) and facilitated the work there - a big change
in the attitude of jail authorities who had been reluctant to let anyone enter the jail and
work with the prisoners. With the agreement of Commandant, Police Training College
(PTC) in NWFP, training of 22 instructors started in CRC, UDHR, JJSO, Police Order 2002
and training methodology and skills. Parole and probation officers were identified, trained
and linked up with the police officials to provide relief to children who come in conflict with
the law. This training helped in providing relief to more than 200 juveniles whose cases
were taken up by the probation officers and released by the court.
Changes in children's and young people's participation and active citizenship: Juvenile
prisoners in the jail not only participate in the decision making but are also aware of their
rights under the CRC and JJSO and are taking up issues concerning their education, skills
training, improving the quality and quantity of food and sanitation facilities with the jail
authorities. Juveniles have reported a case of sexual exploitation of a juvenile and the culprit
was taken to task by jail authorities. They also reported the availability of drugs/cigarettes to
the juveniles and the jail authorities have taken action against the culprits. Juveniles also
reported that juvenile prisoners have made small committees that are monitoring different
aspects and taking action.
Tools for Monitoring and Evaluation: SCS has developed a system through which the
released juvenile prisoners are called for meetings on a regular basis to find out about the
quality of services being provided to them in the jail. The role of teachers, psychologist,
skills and computer trainers are also discussed. Based on the feedback from the released
juveniles, improvements are continuously being made in the programme. The juveniles also
85
give feedback on the attitude of jail authorities towards the juveniles, which helps us
effectively monitor the situation in the jail.
Similarly, monthly monitoring visits to the jail helps us look at the progress of different
aspects of the programme.
Contact Person:
Syed Mehmood Asghar
Country Manager
E-mail: asgherm@scpa.com.pk
Country: Bangladesh
Organisation: Save the Children Sweden (SCS)
Background: Bangladesh is a country where different organisations are working on child

related issues. SCS, along with BRAC, BAIC and other organisations, are working on
becoming patrons for child-led organisations such as Rupantor, Child Brigade, Palak, etc.
Project/Programme: Child Led Organisations
Activities: These child-led organisations make their own decisions without being
influenced by adults. They also do Situation Analysis by themselves, act as resource
mobilisers and promote other children. Their active advocacy on child related issues is
reflected in the National Plan of Action (NPA) of Bangladesh.
Dimensions of Change: Changes in children's and young people's participation and active
citizenship; changes in policy and practice affecting children's and young people's rights;
changes in equity and non-discrimination of children and young people.
Tools for Monitoring and Evaluation: Social mapping, structural questionnaires, trend
analysis, among others that depend on the various types of indicators.
Contact Person:
Sabrina Karim Morshed
Information Officer,
E-mail: sabrina@scsd-bd.org
Notes
i The overarching principles of the CRC and the general principles of child rights programming are based on: accountability, participation,
non-discrimination, best interest of the child and life, survival and development. These five principles ensure that the child is at the
centre of any activities/programmes undertaken.
ii The 5 GIM Dimensions of Change are: changes in children's and young people's participation and active citizenship; changes in policies
and practice affecting children and young people's rights; changes in civil society and communities' capacity to support children's rights;
changes in equity and non-discrimination for children and young people; and changes in the lives of children and young people.
86
The vision
Save the Children works for:
- a world which respects and values each child
- a world which listens to children and learns
- a world where all children have hope and opportunity
The mission
Save the Children fights for children’s rights.
We deliver immediate and lasting improvements to children’s lives worldwide.
For further information contact:

Regional Programme for South & Central Asia
c/o SCUK OSCAR
Lalitpur, GPO Box: 5850, Kathmandu, Nepal
Office: 00977-1-5531928/9
Fax: 00977-1-5527266
Email: info@savethechildren.org.np
URL: www.rb.se

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Regional Capacity

© 2006 Save the Children Sweden

This publication is protected by copyright. It may be reproduced by any method without

First Published 2006

Save the Children Sweden

Concept: Shyamol Choudhury and Bandana Shrestha

Acronyms & Abbreviations vii

CRC Convention on the Rights of the Child

Based on the participants' recommendations a second workshop was organised in

I am delighted to take this opportunity to cordially thank all workshop

We gratefully recall Lena C. Karlsson of Save the Children Sweden Headquarters,

Regional Capacity Building Workshop on

JOURNEY TOWARDS THE PROCESS OF DEVELOPING CHILD

Save the Children acknowledges that various conventional Monitoring and

NEW EFFORTS TO BUILD CAPACITY

Anchored in the process initiated by Save the Children UK on assessing the

group exercises facilitated the understanding and demystification of this topic,

KEY LEARNING POINTS

Through interactive discussions and cooperative thinking groups, participants

The five Dimensions of Change are usually reflected in programmes. At times,

M&E is essential to strengthening organisational learning and increasing

Considerable discussion centred on whether qualitative or quantitative indicators

When reporting is done using numbers (proportions, percentages, or absolute

ISSUES OF CONCERN AND RECOMMENDATIONS

Clarification was sought on Rights Based Goals on Child Rights programming

There appears to be an erroneous perception regarding the five Dimensions of

Participants faced difficulties when attempting to develop the five Dimensions of

Participants were interested in developing child led indicators, which should be

Dimension of Change, a more explicit connection should be made. This topic

based Monitoring and Evaluation framework. This requires intensive work on

FOLLOW-UP ACTION PLAN

z The creation of an e-mail helping group list called MnE_CRP

Save the Children Sweden is facilitating the process of recognising children as

impact of such programmes, thereby strengthening the accountability of Save the

Afghanistan: Save the Children UK

requested to find colleagues working in similar thematic areas of work, for

In summary, participants identified

further developing tools that incorporate Rights Based M&E.

Participants undertook certain responsibilities for the smooth running of the

2.1 THE BASIC CONCEPTS OF CHILD RIGHTS PROGRAMMING

The combination of these three definitions provides the definition of Child

Child Rights Programming is a framework and approach for analysis, planning,

z The principle of the universality of rights

 The right not be discriminated against

 The best interests of the child

 The right to survival and development

 The right to be heard

z The principle of children as holders of rights

z The principle of duty-bearers

Who are the Duty-Bearers?

Applying a Rights based Approach (RBA)

Applying a rights based approach to programming means:

– including children – and the international community.

– and supporting them in these roles.

choices and taking specific actions.

immediate but also the root causes of problems.

z Counting on international cooperation.

z A focus on those who are most at risk and discriminated against.

z Taking an holistic perspective which requires a multi-sectoral response.

z Providing a long-term goal which is clearly set out in international legal

frameworks which are shared by governments, donors and civil society.

mechanisms, which create a much greater likelihood of sustainable change.

The right not be discriminated against

The best interests of the child

The right to survival and development

The right to be heard