EXAMPLE
PROGRAMME DESIGN DOCUMENT
EXAMPLE Programme
World Vision EXAMPLENational Office
Programme Number:<12345>
Date Submitted:<DD,MMM,YYYY>
Table of Contents
Part A: Programme description
1Programme summary
1.1Programme profile
2Design methodology
3Context for child well-being
3.1Environmental context
3.2Social Context
3.3Political Context
4Child well-being status
4.1Children enjoy good health
4.2Children are educated for life
4.3Children love God and their neighbour
4.4Children are cared for, protected, participate
5Programme rationale
5.1Strategic importance
5.2Learning from previous programme experience
6Programme description
6.1Programme goal and outcomes
6.2Programme approach
7Programme transition
7.1Management of the transition process
8Learning and knowledge management strategy
8.1Baseline Study
8.2Knowledge management and learning
8.3Programme evaluation
9General implementation strategy
10Management and administration
10.1National office capacity
10.2Programme structure
11Programme budget
11.1Estimated programme budget
11.2Registered Children (RC) estimates
11.3Income from other sources
Part B: Project descriptions
EXAMPLE Programme Design Document
This is an example of a completed PDD.
Programme staff in national offices and support offices have asked for examples of completed LEAP red tools for many years. This example PDD has been put together to try to answer that request.
The content of this example PDD is taken from many different PDDs that have been submitted and approved during FY10 and FY11.
It is not perfect! The idea is not to provide an example of a perfect PDD. The idea is to show some examples of ‘good enough’ content that has been produced over the last few years.
The criteria for selecting the PDDs used in this example include:
- used the revised LEAP PDD template
- uploaded to Horizon (PMIS)
- approved by the support office
- written in or translated to English
- sections are reasonably well written, short and relevant.
I am conscious that no programmes from the Latin American/Caribbean Region (LACR) have been used in this example PDD. This is because there were no PDDs available on Horizon (PMIS) that met the criteria above. In the future, as more PDDs from LACR are uploaded on Horizon and use the revised LEAP templates, it will be possible to include them in the Example PDD.
The Global Centre Integrated Programming Effectiveness unit will continue to collect good examples of completed LEAP red tools. Please do let us know of good completed PDDs or Management Reports. Just put the programme name, programme number and national office namein an email to:
Thanks!
Seamus Anderson
List of acronyms
A&D / Assessment and DesignADP / Area Development Programme
CBO / Community-based Organisation
DME / Design, Monitoring and Evaluation
EPI / Expanded Programme on Immunisation
FBO / Faith Based Organisation
INGO / International Non-Governmental Organisation
IPC / Indirect Project Cost
LEAP / Learning through Evaluation with Accountability and Planning
MDG / Millennium Development Goals
PAR / Participatory Action Research
PBAS / Partnership Budget and Actual System
PDD / Programme Design Document
RC / Registered Children
SWOT / Strengths, Weaknesses, Opportunities, Threats
WV / World Vision
Part A: Programme description
1Programme summary
1.1Programme profile
National office nameProgramme name
Programme number
Programme location
Programme goal
Programme outcomes Outcome #1
Outcome #2
Outcome #3
Outcome #4
Outcome #5
Programme impact area population Male
Female
Boy
Girl
Programme direct participants[1]Male
Female
Boy
Girl
Estimated start date of this phase
Estimated duration of programme
Programme lifecycle phase
Programme phase budget
Anticipated funding source(s)Source #1
Source #2
Registered children numbers
Current number of RC
Estimated number of RC for Year 1
Year 2
Year 3
Year 4
Year 5
Programme manager and contact information
Lead funding office
Other funding offices
The programme profile has not been completed as this PDD is compiled from many different programmes.
2Design methodology
Example: (from Bosnia)
This PDD is the result of intensive dialogue with children, their parents and caregivers, local Non-Governmental Organisations (NGOs), government and service providers in the target municipalities over a period of nine months, from November 2010 to July 2011. The community planning process was based on WV’s Integrated Programming Model (IPM) Critical Path. In total, 63 children (36 girls and 27 boys) and 74 adults (30 men and 44 women) actively participated in meetings and workshops as part of Starter Groups and Working Groups, while 512 people (173 males, 339 females of which 95 boys and 122 girls) were consulted through community conversations and the Community Summits.
Children actively participated in the majority of these activities and gave significant contribution to shaping the programme. The most vulnerable children were members of the Children's Starter Groups or they were consulted during the community conversations process. A major highlight is that the programme goal itself was set by children and embraced by adult community members as well as the WV team members.
World Vision and the municipal government identified two primary focus areas for the programme. One children’s and one adults' Starter Group were formed per Primary Focus Area (four in total). A series of workshops, meeting and community gatherings were held using the tools recommended by the Handbook for Integrated Programming (Exploring Our Context, Social Mapping, Facilitation Training, Community Conversations, Community Summit, Onion Tool, Problem and Objective Tree). All relevant stakeholders were engaged in the process of programme planning, by either being informed, consulted and/or actively participating: duty bearers (local authorities), service providers (health and social workers, teachers and school management), civil society (local NGOs, CBOs and FBOs) and the business sector.
The Assessment Report was also shared with all the relevant stakeholders and their feedback was received with no major objections or revisions. All products, conclusions and work results of the Starter and Working groups were validated by all stakeholders who wanted to be informed or consulted during the process.
3Context for child well-being
3.1Environmental context
Example: (from Uganda)
Status
Natural Resources
During the design research, it was revealed that the communities rely heavily on the forests for food and income generation during the design process. The research showed that the forests have a variety of products the community rely on and some of these products are seasonal. These products are available due to the topography of the area which is plateau in some parts and has a number of mountains and hills in the area.
The design process also revealed that the community depend highly on the forest for a number of products which are seen as a fast and reliable source of income due to the demand being so high especially from both the district township and the capital city. This has resulted into a rapid rate of deforestation of the forests. The main form of livelihood in the community is subsistence farming and this is largely rain fed farming. With the change in rainfall patterns this has led to the community members opting for other forms of livelihoods or income generation.
The area has a number of seasonal streams that fill up during the rainy season and when the rains are over, they dry up. These streams usually are an important resource for the community. As water is a scarce resource, the availability of these seasonal streams provides the much needed source of water for farming and household use for the families. As subsistence farming is the main form of livelihood in the area, the streams provide this much needed water for farming during the rainy season especially during the times when the rainfall patterns are on the low side.
Natural Disasters
The occurrence of disasters has made the community vulnerable especially with reference to livelihood. The main disasters have been the occurrence of droughts and long dry spells in the area. Droughts have a negative impact on the community as it affects their livelihoods as the main economic activity is rain fed subsistence agriculture. This has affected the various families’ incomes and consequently has also affected the well being of children in more ways than one. The droughts have affected the agriculture productivity thus reducing what the families are able to keep for household consumption and for sale to the market.
Analysis
The design process revealed that the availability of the forest in the area has decreased over the last three years and is still decreasing. This has been attributed to the climate change that has affected the area with a number of droughts but also due to the high poverty levels in the area. It was revealed that most households depend on rain-fed agriculture for their subsistence farming. And if the harvest or yield is not too good, the families need to resort to other means to making a living or an income and in most cases the next best alternative is the forest as this is looked upon as an asset in the community.
The over exploitation of the forest by the community members has strained the resources in the forest. The price of forest products has more than tripled in the last years especially from 2002 to 2004[2]. The main challenge has been having mechanisms in place to regulate the whole process of harvesting products from the forest. It is with this that the community are also concerned with sustainability of this as it is concerned to be an important resource.
The impact of a disaster in this area is likely to affect a number of features and these include household food security. From the Assessment findings it was evident that the resilience of the community to a disaster is very weak. As the resilience to a disaster is weak, the household income is likely to be affected as the household preparedness for a disaster is inadequate. This translates to a trickledown effect to the spending power of the household. As primary data revealed that families usually ration between ensuring foods are available and taking their children to school translating into negatively impacting on the educational advancement of the children.
3.2Social Context
3.2.1Most Vulnerable Groups
Example: (from Albania)
Status
The following groups have been identified by the community as the most vulnerable:
- Roma children and communities
- Children and adults with disabilities
- Families with unemployed parents
- Unemployed youth
- Internally displaced families and minority returnees
- Pensioners
- Families with one or more sick members.
Analysis
The most vulnerable group in the area is the Roma ethnic group. There are four larger Roma communities in the ADP while the rest of Roma families are scattered or nomadic. While other Roma communities are located near the main roads, there is one Roma community that is remote and isolated with poor or no linkages with the wider community. Majority of Roma families are living in small improvised houses or shacks, without running water and with shared community water taps outside the home. A sewage system is also non-existing. Almost all Roma families live in extreme poverty, generating a small monthly income from collecting waste materials suitable for recycling, street begging and even prostitution. Child labour is present in every one of these three activities and children are often the main breadwinners in their family. Harmful practices are still above the laws and girls are forced to leave school (if enrolled at all) and marry while still 12-14 years old. While the wider community discriminates against the Roma, the State itself poorly implements its own commitment agreed in the Roma Decade 2005-2015.
Children and adults with disabilities are stigmatised, discriminated and isolated, sometimes even by their families who are ashamed of them. Even if the government supports inclusive education, these children usually do not attend school or they attend special institution.If they belong to the lucky minority who attend regular school, they do not get adequate support because schools are lacking human resources to support their education. The exact number of these children is not known due to lacking or inadequate categorisation. Roma children are sometimes categorised to be mentally retarded even if the reason for their poor examination results could be a language barrier or attention disorder. Children with disabilities usually do not leave their homes and do not get the opportunity to develop within their given potentials.
Families with unemployed parents cannot provide proper nutrition, clothing, health care and schooling to their children. Children from these families are often forced to work in order to supplement poor family income. They work in the fields for a wage, in other people houses or as the street sellers.
Internally displaced people have same problems with poverty as the unemployed and plus they live in state provided temporary shelter, with no possibility to return to their pre-war homes. Being victims of torture and violence during the war, some of them don’t want to go back. These people are not well accepted in the new communities due to different tradition, customs, dialect and culture and they are still labelled as ‘refugees’. Their children face the same problems in the school.
Minority returnees are people who returned to their pre-war places after they claimed their property back. Some of the INGOs (WV being one of them) reconstructed their houses and provided basics for agricultural start-up. However, these projects were short-term ones with questionable sustainability. The majority of returnees are not employed and earn small income from the agriculture.
Unemployed youth spend their time in the streets, cafés and gambling venues, with no prospect for employment and no hope for the future. They usually finish secondary schools which produces professions not needed by the local labour market or professions with which the market has already been filled up. At the same time, some sectors are looking but cannot find qualified employees due to lack of cooperation between government and business sector.
Households with a sick member spend large portion of its income for medical expenses. Only essential drugs are covered by the insurance and everything else should be paid for. The longer and rarer the illness is, the problems are bigger. Due to ignorance, bad health infrastructure in rural areas, and lack of doctors and nurses, sometimes even the small health issue could escalate and cause the whole chain of problems. During the community conversations lack of dentists and paediatricians were identified as the issue that significantly influences their children’s health.
Pensioners and elderly households were also identified as the most vulnerable, because of low pensions and increased cost of dealing with geriatric illnesses.
3.2.2Civil Society
Example: (from East Uganda)
Civil Society Status:
The civil society in the programme area is organised in economic, social, religious, cultural and political groups. There are community-based organisations (CBOs) involved in mobilising and sensitisation of community to access health and HIV and AIDs services. Farmers are organised in farmers groups mainly involved in building capacity of community in modern farming practices and engaged in poultry keeping and livestock production.
There are community saving and credit cooperatives and women saving groups involved in providing micro-credit services, which have promoted culture of group saving. The religious and faith based organisation (FBOs) are involved in prevention and mitigation of HIV and AIDS effects through mobilising support for people living with HIV and AIDs (PHAs) and orphaned children.Social groups are comprised of community care coalitions and self help groups (funeral condolence groups).
Civil society organisations are generally weak and in the initial stages of establishing community structures. As a result they don’t have the capacity to effectively serve the whole community. On the other hand, the beneficiaries of these groups are mainly the group members hence they do not adequately represent wider community interests.
There is inadequate coordination among civil society organisations; this has resulted in duplication of services and wastage of resources. The local government has facilitated capacity building of community groups in organisational building and supported them to register at the district level.
Table: Agencies working in the programme impact area
Organisation or Group / Location / Activities / Start and End DatesSave The Children / Sub-county / Creating awareness on child education among parents and Guardians in the entire District.
Creating awareness on VCT services among community members especially the youths. / Started in 2009 and will end in 2013
UWESO / Programme impact area / Creating awareness on safe water harvesting and usage, excavation of valley dams in the community and promotion of sanitation practices.
Working with the community and government to promote orphan education.
Agricultural support for OVC and poor households to enhance production and food security. / Started in 1986, ongoing
Kulika / Programme impact area / Partnering with UWESO to promote micro-finance programmes and agriculture in the community. / ongoing
AMREF / Sub-county / Health education and disease prevention focusing mainly on Malaria prevention. / ongoing
Save Nakasongola Fishermen from AIDS (SNAFFA) / Sub-county / Implements awareness campaigns on HIV and AIDS prevention, care and support functions among fishermen groups at the shores of lake Kyoga and the entire community.
Supports PLWHAS with incomes for IGAs in the community and along the shores of lake Kyoga.
Educates fishermen and community members on VCT and encourages community members embrace services at the most accessible centres possible. / Started in 2009, ongoing
Katuba Development through Farming and Marketing / Programme impact area / Support farmers with agricultural inputs and purchase of produce and market them on their behalf. / ongoing
Nakitoma Umbrella of Community Development Initiative (an Umbrella of three organisations)(NAUDI) / Programme impact area / Educating clients and the community on HIV and AIDS, voluntary counselling and testing, care and support for PLWHAs and OVC.
Creating awareness among the community on PMTCT, prevention and advocacy.
Creation of malaria awarenessin partnership with AMREF. / Started in 2009, ongoing
AGAPE / Programme impact area / Supply mosquitoes nets
Nutrition for Pregnant Women
Water and Sanitation / Started in 2009 and the end date in 2013
CARITAS / Programme impact area / Malaria Prevention
Income generation enhancement through agriculture / Started in 2009
3.3Political Context