Tool Box Project pool and the MENA-DK Pool
for partnership projects– Good advice and tools on how to design
a partnership project
Responsible: International Programme Department, November 2010Photos: Danish Youth Council, DUFGraphic design: grafiliokus.dkPrint: DUF
Content
Introduction 2
Briefly about the planning stage 3
Tools and examples 4
Partners’ capacity and cooperation 35 Organisationalandpartnershipanalysis5
Analysis of context, problems and stakeholders 7 Contextanalysis7 Problemanalysis10 Stakeholderanalysis12 Theproject’sobjectives,successcriteriaandtargetgroup13 Successcriteria14 Targetgroup16
The project’s outputs, activities and timetable 17 Outputs17 Activities17 Timetable17
Inputs 19
Project strategy 20
Risks and challenges 22
Project monitoring and evaluation 24
Division of responsibilities 26
Information in Denmark 27
Seek advice from DUF 28
Introduction
Thistoolboxismeanttoguideyouthroughtheprocessofdesigningaprojectandwritinganapplication.TheToolboxisasupplementtotheguidelinesoftheProjectPoolandtheMENA-DKPoolforPartnershipProjects.DUF’sappli-cationformsarebasedonthemethodLogicalFrameworkApproach(LFA).Thisisalogicalandproblem-orientedprojectplanningtool,whichiswidelyusedininternationalprojectwork.Ithelpsprovideanoverviewofaprojectandsecurelogicalconsistencybetweenitsobjectivesanditsactivities.
Thisguideisintendedtohelpprepareacarefullyconsideredandambitiouspartnershipproject.Ifyouareapplyingforasmall-scalepilotproject,youarenotrequiredtocarryoutalltheanalysesetc.suggestedhere.Regardlessofthesizeofyourintervention,however,theguidecanprovideinspirationforyourplanning,aswellastoolstoproceedconstructively and logically. The assessment of applications will also take account of the partnership’s specific pro-jectexperience,soalessexperiencedpartnershipwillnotbeexpectedtomakeperfectuseofallthetoolssetoutinthistoolbox.
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Briefly about the planning stage
Projectplanningstartsoffbyconductingathoroughanalysisofthetwopartners’capacityandcooperation,ofthecontextinwhichyouoperate,andoftheproblemsonwhichyourinterventionisfocused.Againstthebackgroundofthese exercises, you may define the project’s objectives, success criteria (indicators), outputs and activities, while estimatingwhichinputsarerequiredtocarrythroughtheintervention.Alongtheway,youalsoneedtoconsidertheproject’sstrategyanddivisionofresponsibilities.
Craftingagoodprojectwilltakemethodicalandwell-reasonedplanninginvolvingrelevantpersonsfromallorgani-sationswithinthepartnership,representativesoftheproject’stargetgroupandotherstakeholders.Consequently,itisagoodideatobeginwellbeforetheclosingdate.Manyyearsofexperiencehaveshownthataproject’ssuccessandsustainabilitydependsonlocalpeopleassumingownershipofactivitiesandprocesses.Theyaremostlyinclinedto do so only if the project reflects their own wishes, ideas and needs.
Theidealsituationistobringtogetherrepresentativesofthepartnerorganisations,sothatyoucandiscusstheapplicationtogetherandholdaprojectplanningworkshopinvolvingmembersofthetargetgroupandpossiblyotherstakeholders.Tothisend,youcanapplyforfundingofapreparatorystudy.However,ifthiscourseofactionis,forvariousreasons,notfeasible,eachorganisationinthepartnershipoughttocarryoutitsownprojectplanningworkshop, sharing and combining the results. This may serve to substantiate a first draft application, which can sincebediscussedinfurtherdetailbyemailandphone.Ultimately,itmaybenecessarythatoneorganisationwritesthe application, but it is important that its contents reflect local needs and ideas.
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Tools and examples
Inthechaptersmarkedwiththegreen stamp, THE TOOLBOX, you will find methods and analytical models to carry forwardtheprocess.Theyshouldbeseenasinspiration,notasdirections.
Throughoutthechapter,thevariousstepsinprojectplanningwillbeillustratedbyexamplesfromtwoprojects,namelyoneintheslumsofKiberainvolvingtheDanishBaptistChurch’sChildrenandYouthFederation(BBU),andoneinGabes,Tunisia,withtheKFUMScoutsinDenmark.Examplesaremarkedwiththebluestamp.Theyhavebeenrandomlyselectedfromaseriesofothergoodprojects,andareintendedasinspiration.Accordingly,theydonotrepresenttheonlyrecipeforagoodprojectorfortheanalysisconcerned.
Scouting Edge – the steep step. Exchange between Danish and Tunisian scouts.
Partnership: KFUM Scouts in Denmark, Herlufmagle Group and Scouts of Tunisia, Abou Loubaba Group, Gabes
TheKFUMScoutsfromHerlufmagle,supportedbytheMENA-DKPoolforpartnershipprojects,havecarriedoutaseriesofexchangeswithascoutgroupinTunisiawiththeaimoffosteringinterculturaltolerance,youthdemocracyandinclusionofminorities.
“ScoutingEdge–thesteepstep”hasbeendevelopedagainstthebackgroundofapilotproject,whichproducedideasforawiderangeofactivitiestoenhancethedevelopmentofthetwoorganisations,participantsintheprojectandtheirsurroundingcommunities.Theprojectisbasedon:a)aseriesofteachingsessionsabout,forinstance,projectmanagementandfundraising,socialwork, democracyandunderstandingofthesituationofminoritygroups;b)arangeofscoutingactivitiestostrengthentheteamspiritamongthetwogroups.
ExAMPLE2
Umoja (unity). Conflict resolution in the slums of Nairobi.
Partnership: Danish Baptist Church’s Children and Youth Federation (BBU) and Kibera Baptist Church (KBC)
The two organisations have now for some years cooperated around organisational development and conflict resolutionwithsupportfromDUF’sProjectPool.
KiberaisoneofthemajorslumsinKenya’scapitalNairobi.TheareawasheavilyaffectedbythenationwideethnicstrifewhichbrokeoutinthewakeoftheKenyanelectionsheldattheendof2007.Therefore,BBUandKBC decided to carry out an organisational development project, which would also deal with the KBC’s conflict resolutionworkinKibera.
The project’s conflict resolution component consists of a five-day training seminar for 20 young KBC members, aswellasanumberofconflict resolution events in the community in Kibera.
ExAMPLE1
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Partners’ capacity and cooperation
Organisational and partnership analysisBeforeyouembarkonactualprojectplanning,youshouldconductananalysisofyourownandyourpartnerorgani-sation’scapacityaswellasofyourcooperation.Againstthisbackground,youmayassesswhetheritisrealistictocarryonplanningtheprojectorwhether,forinstance,yourcooperationhastoomanyweaknesses.
Capacitymeanstheabilitytoimplementsomething,suchasaproject.Thismightdependon,forexample,theorganisation’smanagement,structure,administration,numberofemployeesandvolunteersandtheirknowledgeoftheprojecttopic,aswellasexperiencesofperformingcertainactivities.
Relevant questions•WhataretheDanishorganisation’sstrengthsandweaknesses?•DoestheDanishorganisationhavethecapacitytoimplementaproject(experience,humanresources,etc.)?•Whatarethelocalpartnerorganisation’smission,structureandworkingmethods?•Whatarethelocalpartnerorganisation’sstrengthsandweaknesses?•Doesthelocalpartnerorganisationhaveanystrengthsandweaknessesrelatedtotheobjectivesandthemes ofDUF’spoolsoffunding(seetheguidelines)?•Doesthelocalpartnerorganisationhavethecapacitytoimplementaproject(management,structure, experience,humanresources,etc.)?•Whatarethetrackrecord,strengths,weaknessesandopportunitiesofyourcooperation?
SWOT analysis
ASWOTanalysisexaminesanorganisation’sorapartnership’sstrengths,weaknesses,opportunitiesandthreats(hencetheacronymSWOT).Theanalysisofstrengthsandweaknesseswillhighligttheorganisation’sinternalstrongpoints from which a future project will benefit, and the weak spots, which the project will have to take into account oraddressinordertoovercome.Conversely,theanalysisofthreatsandopportunitiesturnstheattentiononexternalconditionssurroundingtheorganisations,whichmaypresenteitheropportunitiesorthreatstotheproject.ASWOTanalysiscanprovideagoodoverviewofanorganisation’sorapartnership’sdevelopmentpotential,andoftheinter-nalorexternalresourcesavailableforthisendeavour.
ASWOTanalysiscanbeschematicallypresentedinthefollowingway:
ItisrecommendedthatyoudrawuponeSWOTanalysisforeachorganisationandoneforyourcooperation.
THETOOLBOx
Strenghts
Aboutareasinwhichtheorganisationisinternallystrong,e.g.activevolunteers,professionalstaff,democraticleadership,experienceofhumanrightswork,etc.
Opportunities
Aboutgivenexternalconditions,whichfavourtheorganisa-tion’swork,e.g.highcredibilityinthepopulation,capablepartners,etc.
Weaknesses
Aboutareasinwhichtheorganisationisinternallyweak,e.g.poorinvolvementofboardofdirectors,lackoftransparencyin financial management, high dependence on donors, little influence for young people, etc.
Threats
Aboutgivenexternalconditionswhichmightimpairtheorga-nisation’s work, e.g. cultural barriers to yielding influence to minors,politicalconditionsthatmayimpingenegatively,etc.
SWOT analysis of Herlufmagle and Abou Loubaba scout groupsExAMPLE
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Strenghts
Weakness
Opportunities
Threaths
Herlufmagle Group – KFUM Scouts
• Strongstrategicmanagement.• Strongsupportfromfamiliesandthenational association.• Open-mindedtowardschangesandimprove- ments.• FocusedontheroleofscoutinginDanishsociety.
• Difficult to strike a balance between quality of day-to-dayworkandnewdevelopmentprojects (ensuringattractiveopportunitiesforyoung peoplenowandinthefuture).
• Scopeforstrengtheningthescouts’roleinfavour ofpeace,reconciliation,toleranceandmutual understanding.• Thepartnershipofferspossibilitiesforpersonal developmentofallmembersofthegroupthrough trainingininternationalcooperationandfor spreadingknowledgeabouttheroleofscouting inDanishsociety.• Possibilitiesforgreatersupportfromparents.
• Optimalimplementationofthepartnershipproject depends on financial support from DUF and privatefoundations.• PotentialtroubleforrelationsbetweenDenmark andTunisiaduetothecrisisoverthecartoonsof ProphetMohammed.
Abou Loubaba Group
• Supportiveleadersandfamilies.• Strongroleinsocietyandfocusoncommunity service.• Strongmanagementopentowardschangesand newprojects.• Wellestablishedstructureforself-improvement amongyouthleadersintheassociation.
• Difficult to raise the funds needed to develop thegroupandrealisethedreamofbuilding anewtrainingcentreforscouts.• Dependent on Danish financing of the partner- shipproject.• Communication in English is difficult since Englishisathirdlanguage.
• Thepartnershipcouldoffergreateropportunities fordevelopingandfundraisingfortheproject ofbuildingatrainingcentreforscouts.• Thepartnershipofferspossibilitiesforpersonal developmentofallmembersofthegroupthrough trainingininternationalcooperation,especially intheEnglishlanguage.
• PotentialtroubleforrelationsbetweenDenmark andTunisiaduetothecrisisoverthecartoons ofProphetMohammed.
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Analysis of context, problems and stakeholders
Context analysis
Atthisstage,youprobablyhaveanideaofthetopictobeaddressedbytheproject.Beforeyoucanperformtheproblemanalysis,whichwillunderlietheactualproject,itisnecessarytocollectinfor-
mation about the background – or context – regarding the chosen field of work in your country of cooperation. It is particularly crucial to gain an understanding of how young people’s lives are influenced by certain problems and issues,andoftheeffectofgenderrelations(interactionsbetweenmenandwomen).
Relevant questions• Which policies and legislation are in force in the field concerned?•Whatdostatisticsandstudieshavetosayaboutthetopic?•Whichsocialandculturalfactorsarerelevanttothetopic?(E.g.regardingeducation,health, powerrelations,culturaltraditionsandthelike).•Whatareyourownandthepartnerorganisation’sexperienceofworkingwiththetopic?•Whatotheractors(e.g.governmentbodiesorotherNGOs)areaddressingthetopicinthesame geographicalarea?• Which problems and issues influence young people’s lives within your chosen field of work?•Whichproblemsandissuesaffectmen,women,boysandgirls,respectively,withinyourchosen field of work?
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You may find more inspiration for analysis and teaching focusing on gender at the website of Gendernet: www.konsnet.dk.
Girls/young women
Family
School and community
Society
Rights and duties Work Social position Participation in decisionmaking
Gender analysis focusing on children and youth
Agenderanalysisfocusingonchildrenandyoungpeoplemayprovideanoverviewofhowagivenproblemaffectsandinvolvesboysandgirls,respectively,indifferentways.
Boys/young men
THETOOLBOx
Family
School and community
Society
Rights and duties Work Social position Participation in decisionmaking
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Context analysis for Kibera with a focus on conflict
Political background to the current conflict:On27thDecember2007,presidentialelectionswereheldinKenya.ThecontendersweretheincumbentpresidentMwaiKibakiandtheoppositionleaderRailaOdinga.KibakiandOdingabelongtotwodifferenttribes(KikuyuandLuo).Contradictingallpreviousopinionpolls,Kibakiwasdeclaredthewinneroftheelection.Thisledtotribalclashesandriots,whicharestillgoingontosomeextent.
• Current conflict levels in Kibera:InKiberatheKikuyuandtheLuolivesidebyside(alongwithotherethnicgroups),andviolentclasheshavebeenwidespread.Atchurch,schoolandinthecommunityatlargepeoplewhousedtobefriendsandneighboursnowavoid communication. At least five KBC members have been killed during the unrest.
• Activities by other development actors:A number of other Kenyan civil society organisations have been involved in conflict mediation and peace building activitiesinKiberafollowingthepost-electionviolence.TheyincludetheGirlGuides,theScouts,KenyanRedCross,Peacenetandchurchesinthearea.
• Young people’s role in the conflict:Approximately50%ofthepopulationinKiberaisbelow15yearsofage.YoungpeopleinKiberawerealreadyliving in difficult circumstances before the conflict escalated (common problems being lack of education, teenage pregnancies, prostitution, alcohol and drug abuse etc.). In the current conflict, young people are both victimsandperpetratorsofviolence.
• Gender issues:Socialisationandstatusvaryforyoungmenandyoungwomen(seeanalysisbelow),whothusplaydifferentrolesin the conflict. The young men in Kibera are frustrated by poverty and lack of opportunity in the urban slums, makingthemeasypreyforrecruitmentintoethnicviolence.Youngwomenhaveverylowstatusinsociety,andtendtobevictimsofethnicviolence,includingsexualassaultanddisplacement.
ExAMPLE
Family
School, church and community
National society
Rights and duties
Dutiesinrelationtosupportingthefamily.
Onanationallevelsomefocusonchildren’srights,e.g.therighttoeducationandyouthparticipation
Work/economy
Dolittledomesticwork
Ahighpercentageinvolvedintheinformaleconomy.Affectedbyextremelackofjobsintheformalsector.
Affectedbyhighpovertylevels,littleparticipationinnationaleconomy
Social position
Medium–higherthangirls,lowerthanadults
Low/medium(dependingonage)Consideredyouthuntilmarriage.
Youngpeoplehavelowstatuscomparedtoelders
Participation in decisionmaking
Dependonfamily,someparticipation
Participationinyouthactivities,butlittlepartici-pationinadultcircles
Litlleparticipationinnationalpolitics,aspoliticsisdominatedbyoldermen
Gender analysis: Young men in slum areas
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Problem analysis
Onceyouhavefamiliarisedyourselveswiththecontext,youneedtocarryoutaproblemanalysis.Iftheaimistocreategenuinechangeanddevelopment,itisimportanttocomprehendthebackgroundtoobservableproblemsindepth.Thismakestheproblemanalysisthemostimportantfoundationofyourproject.Problemsthatappear,onthesurface,tobeaboutpracticalshortcomingsoftenstemfromcomplexsocial,cultural,politicalandeconomicfactors.Confronting these can spark conflict, since genuine change usually challenges power relations within a society. Accordingly,atthisstageitisimportantthatyouinvolveasmanystakeholdersaspossibleinprojectpreparations,becausethiswillpromotelocalownershipoftheprojectinfuture.Whenlookingattheproblemsinasocietyingene-ral it is important though to keep your own project in mind. The problems identified must be related to your project andlinkedtotheactualactivitiesofyourproject.Thisistoensurethattheproblemtreeisusedinyouractualprojectworkandisofrelevancetotheproject.
Relevant questions•Whatproblemsareassociatedwiththetopicthatyouwishtoaddress?•Howaretheproblemsinterrelated?•Whatisthecoreproblem,andwhatareitscausesandeffects?•Who(age,gender,socialposition)areaffectedbytheproblemandwho(age,gender,socialposition) areresponsible?
Problem tree
Youstartfromanoverallquestionfocusingonthetopicwhichyouwanttoaddress.Someexamplescouldbe“WhatisthesituationforchildrenandyoungpeopleinAIDS-affectedfamiliesinZambia?”or“HowisthedialogueandinteractionbetweenyoungChristiansandyoungMuslimsinEgypt?”or“Whatcanbesaidabouttheparticipationofchildrenandyoungpeoplewithinthepartnerorganisation?”
Youwritedownproblemsrelatedtothequestiononsmallornormalsheetsofpaper(onlyoneproblempersheet)andhangthemonawall.Eachproblemisdescribedinabriefsentenceandasanegativesituation,notasanabsenceofsomething,thoughitcouldconcernaparticularweakness.
After the problems have been placed on the wall, they are first divided into overall categories. Then they are laid outsoastolinktogethercauseandeffect.Ifyourealisethatsomelinksaremissing,youwritenewsheetsofpaper.Inthismanner,youcreateoneorseveralproblemtrees,whichservetoidentifyacoreproblem.
Youcanreadmoreabouthowtomakeaproblemtreeinthebook“Børnogungeibistanden”[Childrenandyoungpeopleindevelopmentaid]andin“GuidetotheformulationofNGOprojects”publishedbytheProjectAdviceandTrainingCentre(Projektrådgivningen).
THETOOLBOx
Problem tree based on the problem analysis in BBU’s and KBC’s projectExAMPLE
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The problem tree starts from the situation of children and young people in the current conflict scenario in Kibera. Their problems are seen as consequences of the core problem, which has been identified as violent conflicts in the community. The problem tree shows that the violent conflicts have many causes (and probably morethanthosementioned),butthatanimportantfactoristhelowcapacitywithinKBCandthecommunitytodealwithethnictension.ItisestimatedthatthisstemsparticularlyfromlackofknowledgeaboutreconciliationandunityamongKBCcounsellorswhohavealreadybeentrained.
High levels of mistrust among
community members including youth
Increased violence against
women and children
Unstableeducation and
conflicts in schools
Violent conflicts in the
Kibera community and conflicts
in KBC
Low capacityfor dealing withtribal tensions in KBC and in the
community
Political mobilisation of
ethnic identities at national and
local level
High poverty levels and
social problems in Kibera
Low education levels
in Kibera
Little knowledge about trust,
reconciliation and unity among KBC
counsellors
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Stakeholder analysis
Once the core problem has been defined, it is necessary to get an overview of the categories of people who have to beinvolvedintheprojectinvariouswaysinordertoensurethattheproblemissolved.Aproject’sstakeholdersareall those who have a stake in, or an influence upon, the project’s problem field, whether their interest be positive or negative,i.e.favourableorhostiletotheobjectiveofyourintervention.
Relevant questions• Which groups have an interest in and/or influence on the issues to be addressed?•Whatroleshouldbeplayedbythevariousgroupsinyourproject?(Andhowaretheytobeinvolved?)•Whatisthestakeorinterestofeachgroupintheproject,andisitpositiveornegative?•Whatarethestrengthsandweaknessesofeachgroupinrelationtoinvolvementintheproject?
Stakeholder group Role in the project Interest in project issue (positive and negative)
Strenghts in relation to project involvement
Weakness in relation to project involvement
Stakeholder analysis matrix
Thematrixcanprovideanoverviewofeachstakeholdergroup’sroleintheproject,theirinterestintheissuesatstake,andtheirstrengthsandweaknessesasregardsinvolvementintheproject.
THETOOLBOx
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Analysis of main stakeholders in exchange project of the KFUM ScoutsExAMPLE
Stakeholder group
TunisianandDanishscouts
DanishandTunisianscoutleaders
ParentsofDanishandTunisianscouts
CommunityinGabes(hometownoftheTunisianscoutgroup)
Danishmedia
Danishpublic
Role in the project
Participationinex-changevisitinTunisia,olderscoutsinvolvedinpreparationoftraining,DanishscoutsinvolvedininformationactivitiesinDenmark.
Planning,monitoring,evaluation.
Supportforactivities
Receiversofinforma-tionabouttheproject
CarriersofinformationontheprojecttotheDanishpublic
Receiversofinforma-tion
Interest in project issue (positive and negative)
Positiveinterests:makingfriends,improvingEnglish,workingwithyouthdemocracy,culturalexperience.
Positiveinterest
Mostlypositiveinterest,butmighthavesomeworriesabouttheirchildren’stripandaboutthecross-religi-ouscooperation
NeutraltonegativeinterestbasedonnegativeimagesofDenmarkamongtheTunisianpublic
Neutralinterest
NeutraltonegativeinterestduetonegativeimagesofIslamandtheMiddleEastamongtheDanishpublic
Strenghts in relation to project involvement
Highmotivation
HighmotivationStrongprojectmanagementskills
Strongback-upofscoutactivities
HighinterestintheMiddleEast
Weakness in relation to project involvement
Languagebarrier
Littletimeavailable
Demandahighlevelofinformation
Littleinterestinpositivestories
The project’s objectives, success criteria and target group
Against the background of these analyses, you may now define the project’s objectives. These are usually directly deducedfromtheproblemanalysis,sincethelong-termdevelopmentobjectivewilloftenbetoreachasituationwhichreverseswhatisdescribedintheproblemtree.Youneedtoformulatealong-termdevelopmentobjectiveandoneormoreimmediateobjectivesofyourintervention.Youcanassessiftheprojectisachievingyourplannedobjectivesbymeansofindicators,whicharetheproject’ssuccesscriteria.
Once the objectives have been laid down, the stakeholder analysis can help you define who form part of the pro-ject’slogicaltargetgroup.
The development objective iswhatyouwanttheprojecttohelpachieveinthelongterm.Itisasocialchange,whichwillalsodependonfactorsotherthantheproject.Itisimportantthatthedevelopmentobjectivematchestheoverall
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goal of DUF’s pools of funding, i.e. “to increase young people’s influence on and participation in the development of democracy.”
Immediate objectives setoutwhatyouexpecttoachieveastheoutcomeoftheprojectactivities.Theydescribetheneworchangedsituation,whichyouexpecttoseebytheendoftheimplementationperiod.Immediateobjectivesresultdirectlyfromtheprojectactivities(seebelow).Youshouldformulateamaximumofthreeimmediateobjectivesforeachproject.
Relevant questions •Whatexactlydoyouexpecttoachievewithintheprojectperiod?(Describeintermsofqualityandquantity)•Wherewilltheprojectbecarriedout?•Whoarethetargetgroup?• By when do you expect the objectives to be fulfiled?•HowdoyourimmediateobjectivesmatchthegoalbehindDUF’spoolsoffunding?
Success criteria
Aproject’ssuccesscriteria(oftencalledindicators)arethemeasurableparametersusedtoassessiftheprojectachieveswhatyouhaveplanned.Successcriteriacanbeusedbothforongoingmeasuringofprogress(monitoring)and at the final evaluation.
Successcriteriaforimmediateobjectivesshouldshowifprojectactivitiesareinfactleadingtowardstheexpectedoutcome.Theyservetodeterminetheproject’simpactratherthanjustwhetheryouhavecarriedouttheplannedactivities. It is a good idea to define both quantitative and qualitative success criteria for immediate objectives. Quantitativesuccesscriteriahavetodowithnumbers,i.e.howmanyparticipantshavetakenpartinhowmanycourses.Qualitativesuccesscriteriaareconcernedwiththesubstanceofthechangeoccurred,e.g.howtraineeshave used what they learned at the courses. You find out if you have met your quantitative success criteria by looking at lists of participants, statistics etc., while you verify if you have fulfilled your qualitative success criteria by means ofinterviews,visitsandmeetings.
Relevant questions•Whichnewsituation(what,whoandwhere)should,asaminimum,prevailwhentheprojecthasbeen completed in order for the immediate objectives to be fulfilled?•Istheindicatormeasurable?•Istheindicatorrelevanttowhatitisintendedtomeasure?• How can we verify if the indicator has been fulfilled (statistics, interviews, questionnaires, etc.)?
Target group
Theproject’stargetgroupiscomposedofpeoplewhoareinvolvedinoraffectedbytheproject.Thetargetgroupcanbe defined on the basis of the stakeholder analysis.
Relevant questions •Whomakeuptheprimarytargetgroup,i.e.thechildrenandyoungpeople(gender,age,socialbackground, number etc.) intended to benefit directly from the project activities (this group will usually also be directly involvedintheprojectactivities).
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Smart indicators
Ineffortstoformulateindicators,itmaymakesensetolookatwhethertheyare‘SMART’:•S pecific – does the indicator provide an exact and specific description of the situation desired upon projectcompletion?•M easurable–cantheindicatorbemeasured,andhow?(E.g.throughinterviews,questionnaires, observation of particular events, official statistics or studies, etc.)•A chievable–doestheindicatorsetoutarealisticgoalinlightoftheproject’sactivities?•R elevant–istheindicatorrelevanttotheproject’sobjectives?•T ime-bound–doestheindicatorcontemplateaparticulartimeframe?
THETOOLBOx
ExAMPLE
Development objectives, immediate objectives, indicators and target group in BBU’s and KBC’s project in Kenya
Development objective:KBC has a strong capacity for working in the field of conflict resolution in the society of Kibera. Thiscouldalsohavebeenphrasedasanevenlonger-termdevelopmentobjective:ApeacefulKiberawithoutviolent conflicts.
Immediate objectives:1) ByMarch2009,20youngKBCmemberswillhavegreatercapacitytodealwithtribaltensions,aswellasto facilitatereconciliationprocesses.2) ByMarch2009,thelocalcommunityinKiberaatlarge,andespeciallyyoungmenandwomen,willhave greatercapacitytodealwithtribaltensions.
Immediate objective
1) ByMarch2009,20youngmembersofKBCwillhavegreater capacitytodealwithtribaltensions,aswellastofacilitate reconciliationprocesses.
2) ByMarch2009,thelocalcommunityinKiberaatlarge, andespeciallyyoungmenandwomen,willhavegreater capacitytodealwithtribaltensions.
Indicators
a) ByMarch2009,atleast50%oftheyoungmembers trainedarecapableoffacilitatingreconciliationprocesses intheirlocalcommunityinKibera
b) By March 2009, there are 50% less internal conflicts in the church compared to the situation in the first part of 2008.
a) ByMarch2009,themajorityofcommunitymemberswho participatedintheunityeventsfeelbetterequippedtodeal withtribaltensions.
• Who make up the secondary target group, i.e. the people who will benefit indirectly from the project?•Howdovolunteersformpartofthetargetgroup?•Howisthetargetgrouptobeinvolvedintheproject?
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ExAMPLE
Target groupPrimary target group:1)20youngmaleandfemalemembersofKBCresidinginKiberawhohavepreviouslyattendedacounselling seminar.2) Approximately100peoplefromtheKiberalocalcommunity,whowillbetargeteddirectlyintheunityevents. AstheaverageageinKiberaislow,itisexpectedthatmostofthesepeoplewillbeyoung.
Secondary target group:TheprojectwillaffecttheentireKBCorganisation.Thesecondarytargetgroupcanbedividedinto:Internalsecondarytargetgroups:1)All250membersofKBC(bothadultsandchildren)2) 490studentsinprimaryandsecondaryschool
External secondary target group:ThecommunityaroundtheKBCareainKibera
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The project’s outputs, activities and timetable
Outputs
Theproject’soutputs(alsoreferredtointheguidelinesas‘expectedresults’)aredeliveredbytheproject’sactivities.Theyarethe‘products’(inawidersense)whosepresenceattheendoftheprojectyouareabletoguarantee(unlessyourunintomassiveunforeseenobstacles).
Relevant questions •Whatwillhavehappenedwhentheprojecthasbeencompleted?(Describebothqualityandquantity.)•Wherewillthishavehappened?•Towhomwillthishavehappened?•Whenwilltheoutputbepossibletoobserve?•Dotheoutputsleadtowardstheimmediateobjectives?
Activities
Activities are specific acts set in motion to produce the project’s outputs. Activities can be, for instance, workshops, meetings,studies,etc.
Relevant questions •Whatwillhappenduringtheprojectperiod?(Describebothquantityandquality.)•Wherewillthishappen?•Whoistobeinvolved?•Whenwillthishappen?•Willtheactivitiesproducetheoutputs?
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ExAMPLECoherence between activities, expected results, and immediate objectives in BBU’s project in Kibera
Activities
Seminarontrust,reconciliation,unityanduseofdramaasmeansofcommunicationfor20KBCcounsellorsin October 2008
AtleastfoursmallereventsdealingwithunityhavebeencarriedoutbetweenNovember 2008 and February 2009 by thecounsellors,assistedandadvisedbytheUnityManagerandtwoDanishyouthleaders.
Expected results (output)
By late October 2008, 20 KBC counsel-lorshavebeentrainedintrust-buildingandreconciliation,andhavelearnedaboutthestrengthofunityanddramaduring a five-day seminar.
By late February 2008, three unity eventshavebeenheldwithapproxi-mately100participants.
Which immediate objectives(s) 1) ByMarch2009,20youngKBC memberswillhavegreatercapacity todealwithtribaltensions,aswellas tofacilitatereconciliationprocesses.
2) ByMarch2009,thelocalcommunity inKiberaatlarge.andespecially youngmenandwomenwillhave greatercapacitytodealwithtribal tensions.
Timetable
Attheend,theactivitiesarelistedinatimetabletoformaclearideaofwhatwillbecarriedoutwhen.
Table on links between activities, outputs and objectives
Bypresentingimmediateobjectives,outputsandactivitiesinatable,youbecomeabletovisualisewhethertheactivitieswillproducetheoutputs,andiftheoutputswillleadtotheimmediateobjectives.Mostprojectswillhaveavarietyofactivitiesinpursuitofthesameoutputs.Sometimestheoutputsleadtowardsseveralimmediateobjectivesatthesametime.
THETOOLBOx
Activities Outputs Which immediate objectives are pursued?
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Inputs
Oncetheproject‘skeleton’isinplace,youneedtoconsiderwhichinputs,i.e.resources,andhowmanyarerequiredtoimplementtheactivities.
Relevant questions •Whichmaterialresourcesarenecessarytoimplementtheproject(e.g.equipmentandpremises)?•Whichhumanresourcesarerequiredtoimplementtheproject(volunteersandemployeesinDenmarkand theSouth)?• Which financial resources are necessary to implement the project?•WhichinputsmustbecoveredbyDUF’spoolsoffunding,andwhichcanbecoveredbythetwopartnerorganisationsorotherpossiblesources?
Againstthebackgroundoftheinputassessment,youmayprepareabudgetfortheproject.SeealsoDUF’smanual“Financialmanagementofinternationalprojects”forgoodadviceonbudgetingetc.
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Project strategy
Theprojectstrategysetsouttheapproachesandmethodswhichyouintendtouseintheimplementationofactivities aimed at reaching the objectives. A list of activities will rarely reveal much detail about your reflections as towhatworkswellwiththetargetgroup,howyouwillensureactiveparticipationofgirlsaswellasboys,howyouforeseethattheprojectwillstrengthentheorganisations’capacitytochampionthecauseofchildrenandyoungpeople,orwhatyouexpectwillhappenwhentheprojectends.Itisimportantthatyoudiscussallthisindepthwithyourpartnerorganisationbeforetheprojectbegins.DUFwilllookattheprojectstrategytoassessifyourprojectislikelytoreachtheplannedgoals.
Relevant questions for planning of project strategy:•Howdoesthesumofactivitiescombinetocontributetosolvingtheproblem?•Whichapproaches,principlesandmethodswillyouapply?•Howarechildrenandyoungpeopletobeinvolvedintheproject?Howdoyoumakesurethattheproject contributestostrengtheningyoungpeople’sroleincivilsocietyanddemocracy?•Whatistheroleofvolunteeringintheproject?•Howdoyouensurethattheprojectcontributestowardschangingrelationsbetweenboys,girls,menand womenforthebetter?• How will the project be finalised or continued when funding ends (the project’s exit strategy)?•Howdoyouexpecttheproject’sresultstobesustainedandcontinuedafterprojectcompletion(theproject’s sustainability)?
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Community level
Organisational level
Personal level
Capacity Structures Motivation
Sustainability analysis
Aproject’ssustainabilityisitsabilitytomakealastingpositiveeffectbeyondtheimplementationperiod.InDUF-funded projects, it is assessed in terms of the durability of defined objectives. Sustainability may, for example, be concerned with long-term political, organisational, technical, financial, social, cultural or environmental effects of theproject.Sustainabilityhingesonsuchfactorsaswhetherthecapacity,organisationalstructuresandmotivationarepresentatthevariouslevelsasrequiredtosustainandcontinuetheresultsachieved.Thefollowingtablemayprovideanoverviewofhowtheprojectwillhelpbuildcapacity,structuresandmotivationatthecommunity,organisationalandpersonallevelaimedatsecuringsustainability.
THETOOLBOx
ExAMPLESustainability analysis for exchange between KFUM Scouts in Denmark and scouts in Tunisia
Sustainability analysis:
Community level
Organisational level
Personal level
Capacity
Parentswilldevelopstrongercapacityforinterculturalcooperation.
KFUM-SpejderneandScoutsofTunisiawillgaincapacitytoworkwithinterculturaltolerance,youthdemocracyandinclusionofminoritygroups,whichwillbeusedinfuturecooperationandinlocalwork.
The150personsdirectlyinvolvedintheprojectwilldeveloptheircapacityandskillsintermsoflanguage,interculturalcompetences,youthdemocracyandinclusionofminoritygroups.Theyareexpectedtocontinuetousethiscapacitybothindailylifeandinorganisationalwork.
Structures
Theprojectwillensurethatstructuresfordisseminatinginformationwillbeinplace.
Theprojectwillensurethatstructuresforcontinuedcommunicationbetweenthetwogroupswillbeinplace.ThetwolocalgroupsintendtomeetagaininJuly2010.
Motivation
Localcommunitieswillgainaninterestininterculturaltolerance,youthdemocracyandinclusionofminoritygroups.
Thetwogroupswilldeveloptheirmotivationforcontinuedcooperationandforothertypesofinternationalcooperation.
The150personsdirectlyinvolvedintheprojectwillgetanexperienceforlifethroughtheproject,andthisisexpectedtomotivatethemtocontinuetoworkforinterculturaltolerance,youthdemocracyandinclusionofminoritygroups.
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Risks and challenges
Whenyouhavereachedthisstageofprojectplanning,itistimetotakeastepbackwards,lookingattheinterventionwithfresheyes,orperhapstopresentyourprojectconcepttopeoplewhohavenotbeenabsorbedinthedetailedplanningprocess.Theaimistoassessiftheproject’smake-upandstrategyareconsistentandrealistic,andifthereisariskofencounteringmajorchallengesduringimplementation.
Inthisconnection,youshouldconsiderif,inthecourseoftheproject,youriskrunningintoproblemsthatmayjeopardise implementation or make it difficult to reach its objectives. These could be risks at a variety of levels. Risks arisingfromfactorsinsocietywilloftenbeevidentfromyourcontextanalysis.Perhapsyourtargetgrouplivesinan area affected by climate change or environmental destruction, which might wipe out the specific improvements beingpursuedbyyou.Orperhapstheprojecttakesplaceinasocietywhereeffortstoempoweryoungpeople,womenor minorities should be expected to spark fierce political opposition from more dominant groups. Risks related to practicalprojectimplementationwillusuallyshowupinthestakeholderanalysisandinthediscussionaboutthestrategy.Perhapsatrainingprogrammeispreparedinalanguagenotcommandedequallywellbyalltrainees.Orperhaps the target group will find it hard to spend much time on project activities which they are not paid to take partin.
In all cases, it is crucial that you assess individual risks and reflect on how you can handle them before or during theproject.
Analysis and action plan for the management of risks and challenges
Ananalysisofriskstotheimplementationofaprojectmustcontemplatethepotentialeffectandlikelihoodofeachriskmaterialising.Onascalefrom1to3,youshouldtrytoassesstheextentoftheeffectandprobabilityoftheriskconcerned.Youthenmultiplythesetwonumbers,producinganestimatetohelpyougaugetheseverityofthethreatposedbytherisk.Asmallnumber(1or2)meansthateithertheeffectortheprobabilityorbotharesmall.Inthiscaseitisrarelynecessarytorelyonadetailedplanforhowtohandletherisk.Conversely,ifthenumberis3-6,itcalls for thorough reflection on your risk management. If the number is as much as 6-9, you might be facing a major danger to your project. In this situation, it makes sense to reconsider the project’s design and strategy to find out whetheritcanbeplanneddifferentlysoastolessentheriskor,intheworstcase,whethertheprojectneedstobeabandonedaltogether.
THETOOLBOx
Risk Consequences Effect (1-3, 1=minor)
Probability (1 -3, 1=small)
E x S Mitigating actions/risk management
ExAMPLE
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Risk management plan for exchange between KFUM Scouts in Denmark and scouts in Tunisia
What is the risk
HealthproblemsduringtriptoTunisia
BadpublicityandpoliticalreactionsinDenmarkorTunisia
ThreatstosafetyofparticipantsinDenmarkorTunisia
Languagebarrierstandsinthewayofsuccess
What is the consequence?
Stomachproblemsetc.needtreatmentorhospitalvisit
Focuswillmovefrompositivede-monstrationtopassivedefence,requiringmoreresources
Authoritieshavetobeinvolvedandtheprojecthastostop
Trustandopen-minded-ness is difficult to achievethroughaninterpreterornon-verbalcommunication,anditisessentialtotheproject.
Impact(1 = small, 2, 3 = big)
1
2
3
2
Probability (1 = not like- ly, 2, 3 = likely)
3
1
1
2
I x P
3
2
3
4
Mitigating actions
Seriousattentiontohygiene,cleaning,washinghandsanddrinkingonlybottledwater.
Presentingtheinitiativeasanapoliticalpeople-to-peopleinterculturalencounter.Preparingargumentsforthepressanddrawingupacon-tingencyplanbeforetheprojectbegins
Keeping a low profile in public.Takingahumbleapproachandlisteningtotheadviceoflocalpeople.
Programme has to reflect theexpectedlanguagecapabilitiesofeachagegroup.Theyoungerthechildrenare,thegreaterusemustbemadeofnon-verbalcommunica-tionandofadultassi-stance.
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Project monitoring and evaluation
Itisimportantthatyouconsider,asearlyasduringtheplanningstage,howyouintendtomonitorandevaluatetheproject.
Monitoringistheongoingobservationoftheproject,e.g.bymeasuringprogresstowardscompliancewithitssuc-cesscriteria.Ifthemonitoringshowsthattheprojectisfailingtoadvanceasplanned,itwilloccasionarevisionofthestrategy.
Evaluation is a more systematic examination of the project’s results, effect, relevance and efficiency. It may start fromthesuccesscriteria,butcanalsotakeabroaderapproach.Theevaluationmustshowwhattheprojecthasachieved,whatyouhavelearnedfromit,andhowallthiscanbeusedinthefuture.Theevaluationshouldsubstan-tiatethecompletionreporttobesubmittedtoDUFattheendoftheproject.
It is compulsory to monitor and evaluate your project, but there are also many benefits to yourselves from doing so.
Control:Monitoringandevaluationareawaytocontroliftheprojectisproceedingasplanned,producingtheout-putsandtheoutcomedesired,spendingthefundsinthemostsensiblemanner,etc.Iftheprojectisnotgoingaccordingtoplan,itshouldbeconsideredwhethertoadjustit.
Learning:Monitoring and evaluation can serve as a starting point for processes of learning and reflection shared between you and your partner. Projects rarely turn out exactly as planned, and reflecting on what happened, how and whycanfeedintoyourdevelopmentofboththeongoingandfutureprojects.
Documentation:Awell-plannedandwell-performedevaluationcanhelpdocumenttheresultsachievedthroughyourprojectsoastobeabletopresentthemtoDUFandothersinterestedintheprojectandinyourwork.
Mobilisation:Ifmonitoringandevaluationactivitiesarecarriedoutwithparticipationofthetargetgroup,theymaybeamotivatingfactorintheirownrightforthetargetgroup’slearningandcommitmenttotheproject,sincethisisawayofinvolvingitdirectly.
Relevant questions for planning of monitoring and evaluation:•Whatistheaimofyourmonitoringandevaluation?•Whichmethodswillyouusetogetholdofthedatarequiredtomeasurecompliancewithindividual successcriteria?•Doyouneedabaselineanalysis,i.e.arecordofthesituationpriortotheproject?•Whowilltakepartinwhat,andwhowillberesponsibleforwhat?Howwillthetargetgroupbeinvolved?•Howoftenwilltheprojectcommitteesofthetwopartnerorganisationsmeettodiscusstheproject’sprogress?•Howoftenwillreportsneedtobewritten?•Howoftenwillyouhavetomonitorthebudgetandbalancetheaccounts?
ExAMPLE M&E matriks for BBU project in Kibera
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Indicator Baseline (the present situation)
Means of verification Responsible Timing
Thebook“Børnogungeiudviklingsbistanden”[Childrenandyoungpeopleindevelopmentaid]presentsideasforparticipatoryapproachestomonitoringandevaluation,whichworkwellwiththeinvolvementofchildrenandyoungpeople.
Indicator
a)ByMarch2009,atleast50%oftheyoungmemberstrainedarecapableoffacilitatingreconciliationprocessesintheirlocalcommunityinKibera.
b) ByMarch2009,therearefewerinternalconflicts in the church ascomparedtothesituation in the first part of 2008.
a) ByMarch2009,themajorityofarandomsampleofcommunitymemberswhopartici-patedintheunityeventsfeelbetterequippedtodealwithtribaltensions.
Baseline (the present situation)
NoneoftheyoungKBCmembersareabletofacilitatereconciliationprocesses.
In the first three months of 2008, there have been4minorand2lar-ger conflicts in KBC accordingtotheleader-ship.
Nodataavailable.
Means of verification
Participatoryevaluationoftrainingsessions.Evaluationofthefacili-tationofeachunityeventcarriedoutinthecommunity,documentedineventreports.MonthlystatusreportsandoralreportingtoKBCsteeringcommittee.
Qualitativeinterviewswithleadershipandselectedchurchmem-bers.MonthlystatusreportsandoralreportingtoKBCsteeringcommittee.
Structuredinterviewsbasedonquestionnaireswithatleast15random-lysampledcommunitymembers.Finalreport.
Responsible
Trainers
Projectmanager
Projectmanager
BBUrepresentatives
Projectmanager
Counsellorsandunitymanager
BBU&KBCprojectsteeringcommittees
Timing
October 2008
Nov 2008 – Feb 2009
October 2008 –March2009
March2009
October 2008 –March2009
March2009
April2009
Monitoring and evaluation matrix (M&E matrix)
Thematrixcangiveyouanoverviewastowhatisknownaboutthesituationpriortotheprojectasregardsindividualindicators, and which means of verification can produce the information needed to measure the indicators.
THETOOLBOx
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Division of responsibilities
Oncetheprojecthasbeenplanned,youneedtomakesurethatyouagreewithinthepartnershiponwhoisrespon-siblefordoingwhatandwhen.
Relevant questions•Whoarethepeoplewithoverallresponsibilityfortheproject,whocantakedecisionsaboutchangesin activities, budgets etc. and who should submit the final evaluation report to DUF (e.g. a steering committee)? •Whoisresponsiblefortheimplementationofeachoftheproject’sactivities?•Whoisresponsibleforongoingbudgetmonitoringandpresentationofaccounts?•Whoisresponsibleforregularreportingontheproject’sactivities?•Whoisresponsibleformonitoringandevaluation?•Whoisresponsibleforcommunicationsbetweenthetwopartners?
ExAMPLE Who is responsible for communications with DUF? Description of division of responsibilities between BBU and KBC
•KBCandBBUwilleachsetupaSteeringCommittee.•TheBBUprojectmanagerwillsupervisetheBBUSteeringCommitteeandtheKBCprojectmanagerwill beinchargeoftheKBCSteeringCommittee.•TheBBUprojectManagerwillreportdirectlytothepresidencyofBBU.•TheBBUpresidencywillberesponsibleforkeepingtheNationalBoardofBBUinformedabouttheprogress oftheproject.•TheKBCProjectManagerwillreportdirectlytothechairmanoftheChurchcouncilinKBC.•Together,thetwoSteeringCommitteestakedecisionsconcerningchangesinactivitiesandschedule. Theyarealsoresponsibleforclosingandevaluatingtheproject.• KBC’s Steering Committee is responsible for implementing specific project activities.
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Information in Denmark
Inconnectionwithyourproject,youareencouragedtoallocateanamountequivalentto2%ofthetotalgrantforinformationactivitiesinDenmark.Thismighthelpenhancetheproject’sfoundationandimpactwithintheDanishorganisation.If2%isnotenoughtocarryoutplannedinformationactivities,youareverywelcometofundsomeofthemyourselves.
Relevant questions •Whatmessagedoyouwishtocommunicate?•Whoisthetargetgroupandhowcanitbereached?•Whichexactinformationactivitiesshouldbecarriedout?•Whowillberesponsiblefortheinformationactivities?•Whatwillitcosttocarryouttheseactivities?
SeeDUF’sguide”60godeideer´–tiloplysningominternationaleprojekter”,forideasandgoodadviceoninformationactivities.
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Seek advice from DUF
DUFsinternationalconsultantsareexperiencedinworkingwithinternationalprojects,projectmethodsandknow-ledgeaboutthecountrieswhereDUF’smemberorganisationsareworking.Ifyouhaveanyquestionsabouttheguide-linesorabouthowtoforgepartnershipsandcarryoutprojects,feelfreetocontactDUF’sinternationalconsultants,whoarealwaysathandtohelpyou.
Youarealsowelcometocomearoundforameetinginorderforustolookintotheopportunitiestomakeyourideascometrue.Youhavetheresponsibilityofthepreparationandformulationoftheapplication.Ourexperiencethough,states that it is beneficial to seek help and guidance from DUF’s consultants, both in the initial phase of the project, duringtheprojectimplementationandintheendoftheproject.ItisalwaysagoodideatocontactDUF’sinternationalconsultantsasearlyintheprocessaspossible,andkeepanongoingcommunicationwithusaboutyourprojectplansandpossiblequestions.
Everyconsultancyisindividualandisplannedonthebasisofyourexperienceasaprojectgroup,wishesandneeds.Weofferconsultancyoveremail,telephoneorameetingatyourplaceoratDUF.
DUFsconsultantscan,amongstotherthings,helpyouwith:•Findingapartnerorganization,ifyouhavenotalreadygotone•UnderstandDUFsguidelines•Makingaprojectinlinewiththeguidelines–i.e.securingthattheprojectmeetstheoverallaims,themes andprinciplesofthepools•Convertyourideasintoclearobjectiveswithindicators•Clarifythedivisionofresponsibilitiesbetweenthepartners•Identifythenextstepwhenyouhavecompletedyourproject
Theconsultantsoffertoreadthefullprojectdraftbeforeyouhanditin,andgiveprofessionalcommentsonthecon-tent.FurthermoreYoucanhaveconsultancyontopicssuchas:• Financial management, gender, advocacy, conflict resolution, from idea to project etc.• Context analysis and area and country specific knowledge
Anotherpossibilityistohaveajointconsultancy,whereseveralorganizationscandoanexchangeofexperiencesincooperationwithaDUFconsultant.
Furthermore,DUForganisesaseriesofafter-workmeetingsandcourses,inDenmarkandabroad,whichmayberelevanttoyourinternationalcooperation.TheseprogrammeswillbecontinuouslyannouncedviaDUF’swebsiteandnewsletter,sodokeepuptodateatwww.duf.dk. Here you can also find information on both pools, the developing countries,theMENAregiontogetherwithapplicationformsforthedifferenttypesofprojects.
Wewishyougoodluckonyourinternationalprojects.
DUF – The Danish Youth Council Scherfigsvej 5 DK-2100 København ØDenmark Tel. +45 39 29 88 88
E-mail: [email protected]: www.duf.dk