performance management system and capability statement

Powerful Visions need Powerful Strategies: Performance

Management System and Capability Statement

Performance Management System and Capability Statement

(and what sets us apart)

CHILD Trust and CHILD Ethiopia Programme: Realising the Rights of the Child through enhanced social networks

We will spare no effort to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty, to which more than a billion of them are currently subjected. We are committed to making the right to development a reality for everyone and to freeing the entire human race from want. (Millennium Declaration) We reaffirm that children have a right to enjoy a healthy environment for the realisation of their physical, mental and spiritual well-being. Equally, they have a duty to participate in activities that rehabilitate or protect the environment (Africa Fit for Children, Cairo Declaration and Plan of Action) “Being accountable to the people we work with, ourselves and those who entrust us with resources; to relentlessly and effectively pursue an irreversible end to the unjust effects of poverty for future generations of children through investment in the capacity and motivation of the communities we work with, the staff we work through and the partners we work alongside.” (Mission of the CHILD Trust)

Contents Summary: why we are different.................................................................................................2 Management capacity and structure .........................................................................................3 Indicative timetable of implementation....................................................................................5 Implementation strategy: impact and sustainability ...............................................................6 Social Networks Approach: strategic environment and local systems.............................7 Management strategy: innovation systems and the CHILD Community .........................9 Training and Follow-up ................................................................................................................9 Structurally integrated planning .............................................................................................. 10 Sustainable Exit ........................................................................................................................... 11 Case studies from the CHILD Pilot....................................................................................... 12 Planning resources and technical material............................................................................ 25 CHILDnet .................................................................................................................................... 26 Monitoring and Evaluation Systems ....................................................................................... 28 CHILD Trust Phase 1 Outcome Mapping ............................................................................ 29 CHILD Trust Performance Management Key Indicators ................................................. 30 CHILD Ethiopia Programme Results Framework .............................................................. 31 Intervention logic of the CHILD Ethiopia Programme: Realising the Rights of the Child in primary education through enhanced social networks...................................... 32 Results Logical Framework and Monitoring Matrices ....................................................... 36

March 2008

A Joint CHILD Trust (UK) and CHILD Ethiopia Strategy 1

Summary: why we are different

Contemporary Approach CHILD Approach To maintain organisational existence To achieve our vision and be able to exit in 8-10 years Large core office capacity based in the west with smaller satellite capacity in operational countries

Build up core capacity in Ethiopia with an organisation that will not only be sustainable capacity for the country, but will be able to provide capacity to support international effort led by small flexible Europe-based CHILD Trust team. CHILD Trust will remain flexible tool, able to evolve to always achieve results or dissolve if a more relevant alternative arises.

Large number of service-orientated staff

Multi tasking high capacity individuals requiring minimum administrative support and using outsourcing where appropriate (e.g. auditing) combined with streamlined systems

Disparate project-based approach covering different areas with different objectives

One integrated programme with a common kernel that is localised within each context.

Either working at community level or with Government at policy level

Working with both communities and Government simultaneously to build social networks between them and catalyse shared vision rather then exacerbating friction

Organisational structures and human resources systems stemming from the public service model

Organisational structures and human resources systems based on entrepreneurial innovation and business systems

Discreet participatory planning processes normally aimed at spending project resources

Participatory planning as a culture of undertaking all aspects of development at the local level

Resource injection as an incentive Change and legacy as an incentive Creation of additional or dedicated structures at community level

Utilisation and enhancement of existing community and official structures

Office based Mobile, maximising person-to-person contact and instant first-person trouble-shooting

Separation of duties/roles between different posts

Shared tasking allowing people to experience, learn and contribute to all aspects of the organisation: building ownership and mutual respect.

Instructional/hierarchy approach to management

Coaching/family approach to management

Command and control structures aimed at maximising resources

Empowered staff able to make local decisions when needed in order to maximise results (and be accountable for them)

Complex pay structures based upon position, qualifications and experience

Fair and transparent pay structures with a performance-related component

Personal performance reviews based on manager-staff hierarchy and relationships

360o performance reviews based upon mutual learning and coaching

Either, policy based with small experimental pilot (e.g. Millennium villages), or practice based with small research component (e.g. most NGO projects).

Influence the global policy debate from the strong foundation of a massive evidence base of practical examples, backed up by science-based programming. The entire synergistic process will be systematically documented to allow for analysis, learning and replication.

Participatory bottom-up programming, or large scale projects

Participatory approaches designed to go to scale from the outset

Separate M&E system, normally designed post strategy/programme formulation

Systemic M&E inherent within the programme design and implementation strategies

Multiple disconnected systems in different countries that have evolved over time

Flexible web-based integrated information system (CHILDnet) that can be collaboratively built over time and made available to new countries starting CHILD

Egoistic design processes (orientated around individual experts)

Collaborative design and learning processes (will be expanded further through CHILD Community)

Opaque, acting as a communication gateway between stakeholders to present key messages

Transparent, facilitating people to communicate directly and share the development experience


Management capacity and structure

We are currently a dedicated group of volunteers. The CHILD Ethiopia Programme contains provision for institutional transformation into a twin structure of dedicated full-time teams based in Ethiopia and internationally (with a foundation in the UK). This structure is based around an innovation systems approach, encouraging spontaneous and multi-directional knowledge generation, adaptation and innovation. The structure of CHILD Trust and CHILD Ethiopia will be echoed in the CHILD Community, an innovation network involving all CHILD stakeholders in collaborative innovation. The international team will be a compact and mobile group providing technical and trouble-shooting support to the Ethiopia operation and global dissemination. They will be backstopped by the additional skills of the CHILD Trust Board and a voluntary International Expert Panel will provide programmatic quality assurance. The CHILD Trust will directly liaise with donors and be accountable for results. The Ethiopia-based team will establish a strong in-country capacity (CHILD Ethiopia) to act as the key stone to an expanded CHILD programme. The core team will still be small and efficient, backstopped by the international team and a skilled membership. Field Units will be modular groups of five Programme Officers and a Programme Assistant with the capability to support 500 CHILD schools. New Field Units can be added as required, being formed through an initial training period with existing Programme Officers.

Director Communications

and Learning

Director Corporate

Affairs

Executive Director

Director Programme

Director Ethiopia Director Operations

Finance Secretary

Protocol Assistant (Temp)

Programme Officer

Programme Officer

Programme Assistant

Programme Officer

Programme Officer

CHILD Trust Board

CHILD Ethiopia Board

International Expert Group

Programme Officer

Membership One Field Unit per 500 schools

Ethiopia-based Team

International Team

Memorandum of Understanding


Members of the international team will spend a proportion of their time in Ethiopia working with the management team and field units to implement CHILD. Similarly, members of the Ethiopia Team (and also key partners) will be systematically drawn up into international policy lobbying and technical support. This is aimed to encourage evidence-based policy making and provide both learning opportunities and incentive through acknowledgement to field staff. There will be no distinction drawn between those with a focus on programming and those with a focus on administration as both are equally essential to achieving results. Individuals primarily focused with programme will be expected to spend a proportion of their time completing administrative duties and to understanding the way the organisation functions. The few individuals primarily focused on administration will be expected to spend time in the field familiarising themselves with the way the programme operates. This is aimed to contribute to evolving streamlined and results-based management systems, shared culture and innovative thinking. Essential businesses processes will be addressed through cross-cutting ‘virtual teams’ formed of the individuals best placed, best skilled, or most interested to achieve the results. For example, the International Liaison Team might include directors from the CHILD Trust, members of the CHILD Ethiopia management team and particularly strong programme officers from a field unit. Similarly, a team to coordinate a memorandum with a partner in a region of Ethiopia might include one or more of the directors from the CHILD Trust or a Trustee. These teams will be coordinated by the Executive Director of the CHILD Trust and the Director Ethiopia. The Director Communication and Learning will help identify talented individuals, help devise personal development plans and seek opportunities to nurture their future involvement. The individuals involved in founding the Trust and piloting the CHILD approach are from the UK, Ethiopia, Russia, Poland, New Zealand, Greece, Palestine, Italy, Nigeria and Denmark. Together we have experience in Europe, Ethiopia, Turkey, Afghanistan, Serbia, Montenegro, Kosovo, Albania, Russia, Kazakhstan, Uzbekistan, Kenya, Tanzania, Sudan, Somalia, Ghana, Nigeria, the US and many other countries. The organisations we have collectively worked for include UNICEF, the World Food Programme, UNDP, the Organisation for the Coordination of Humanitarian Affairs, the Department for International Development, FAO, UNHCR, Medicines sans Frontieres, Lay Volunteers International, CHF International and companies representing Le Monde, Forbes, the Economist, Foreign Policy, the Daily Telegraph and USA Today.


Indicative timetable of implementation

Based on this capability, the following timetable for the programme would also establish the institutional capacity to expand the CHILD programme after 3 years. Phase 1 1a • CHILD Trust: all individuals brought onboard fulltime and equipped, programme

materials finalised (including guidelines and training material), support provided to CHILD Ethiopia, international contacts established, website completed and CHILDnet skeleton deployed.

• CHILD Ethiopia: Field Unit 1 and management team recruited and equipped, cooperation agreements secured, vehicles procured.

6 months

1b • Training of trainers in 50 schools facilitated by CHILD Trust, data collection systems tested, CHILDnet finalised, lessons from first 50 schools integrated into implementation plan, staff reviews and final checks, strategic national partnerships sought.

6 months

1c • Cascade training to 450 additional schools and follow-up visits according to stratified schedule, engagement in national policy dialogue.

• Full engagement of international opportunities for CHILD dissemination and focus on building CHILD Community.

9 months

1d • Annual qualitative assessment, annual reviews, experience sharing and consolidation of learning into implementation plan.

3 months

1e • Follow-up support for school-level re-planning including in-situ refresher training to fill gaps, folding lessons learnt into national policy dialogue, indication sought on progress to Phase 2.

• Consolidation and finalisation of technical support to international agencies with outcome mapping to assess effectiveness, work to promote collaborative evolution of programme materials with new CHILD users.

9 months

1f • Annual qualitative assessment, double-difference analysis, experience sharing and end of Phase report. Publication of resources.

• Final decision on expansion or exit with implementation plan.

3 months

Phase 2 2 • Expansion of Ethiopia programme to 10,000 schools, mid-term Impact Evaluation

and phased exit. PhD analysis of lessons learned. • Continuous improvement of CHILD materials and CHILDnet. • Pilot CHILD in 5 additional countries and expansion of CHILD Community.

5 years

Phase 3 3 • Handover to existing agencies for global scale-up and exit with consolidation and

dissemination of lessons, as determined by experience from Phase 2 -


Implementation strategy: impact and sustainability

The definition of impact used by the CHILD Trust and CHILD Ethiopia is changes in peoples’ lives and the realisation of their rights. Rights are inseparable and thus realisation of rights by definition means a situation where access to those rights cannot be taken; as opposed to realisation of a privilege that can be removed at any time. Consequently, impact must, by definition, be sustainable in order to be considered an impact. The strategies we shall deploy to achieve impact are thus the same by which we shall ensure sustainability. 1. Reducing vulnerability and building social resilience. Sustainability is a complex interaction of almost infinite factors and no programme can guarantee sustainability no matter what they claim. However, the chances for long-term sustainability can be increased by developing capacity, ownership and, ultimately, resilience against factors that would erode the communities’ gains. CHILD adopts a social networks approach to developing resilience, enhancing community solidarity and the mutual ownership of achievements to protect assets and develop collaborative coping strategies. CHILD also aims to build capacity through technical knowledge, leadership and organisational skills. But, unlike most comparators, CHILD aims to undertake capacity building within the whole context of the community rather than in a vacuum. Indeed, CHILD actually aims to harness and give direction to all the existing internal or external capacity building efforts that exist in any given community. 2. Cultural shift and can-do attitude. Take away the resources for most programmes and the ideas that they have been promoting tend to stall and eventually evaporate. The people in the communities they have been working with associate undertaking project actions with incoming resources. CHILD, in contrast, only represents resources in the form of ideas and emotional energy: it embeds the vision within people that they are not powerless against the conditions they face. Take away the resources and the idea remains. CHILD diffuses a cultural shift to a can-do attitude within the communities it touches. Those involved prove to themselves what they are capable of. This lesson can then be applied in other aspects of their lives, even if not done consciously. 3. Powerful kernel with localised periphery. Attaining appropriate local solutions whilst maintaining a coherent body of shared knowledge is a major challenge in undertaking large scale programmes. CHILD achieves this through having a strong common core in the form of the planning approach and ethos, whilst having an extensive menu of locally adaptable activities that can be implemented through this kernel. Communities can, and have, add their own ideas to this library; and because they were designed to work with the CHILD framework other communities can quickly adopt and adapt them. This principle is the foundation of the CHILD Community, a collaborative innovation system that will encourage all users of CHILD to contribute to its evolution. 4. Generational continuity. True change takes generations. CHILD uses schools because they are the most respected institutions by both rural and urban adults in Ethiopia (PASDEP, 2005) and they include the next generation. Forging community action around activities that involve both adults and children ensures that young people can take ownership and pride over their community’s efforts: continuing to build on progress made when they become the adults of the future. 5. Incremental and exponential. Rather than try and institute massive change in one go, CHILD builds incrementally on small practical and achievable activities that can be completed successfully by the changemakers within any community. Success with these tends to build upon itself, involving more people and undertaking steadily more ambitious programme. Learning, review and technical quality are built into the planning process to transform these first steps into a cascade of community-driven change.


6. Mutually empowering. Empowering any branch of society can cause enormous friction within existing social or political structures. This can become a major barrier if left unchecked. The principle of CHILD is mutual and non-threatening empowerment. Local government agents and structures are better able to do their jobs and are recognised for what they do. Men, women and children are better able to determine and contribute to their own futures. CHILD works with government and civil society together and no emphasis is given to any sector or branch: only the importance of working together. There are local words that describe this concept perfectly: the Geez-derived languages have Medagagaf (working together for mutual benefit), the Oromo language has Girmu (the behaviour of bees in a hive) and there is an Amharic saying that translates as ‘when spiders unite they can tie down a lion’. There is often political friction at policy level between the different demands of working with Government and the need to oblige donors. The CHILD Trust will aim to mobilise secure resources in order to work closely with both groups, but maintain its independence and provide reassurance to Government that we represent additional support and resources rather than soaking up cash that is already inside Ethiopia.

Social Networks Approach: strategic environment and local systems

The following social networks maps illustrate the CHILD implementation strategy at the local and international level. Social Networks Analysis allows consideration of the rich-picture environment in which change takes place as opposed to the programme-centric concept of stakeholder analysis. Participatory social networks mapping during the annual qualitative assessment will provide valuable data on the evolution and impact of the programme during implementation and help refine implementation strategy. The first map illustrates the relationships at community level, the existing relationships (solid lines) and the relationships that CHILD will aim to establish (dotted lines). The red dots indicate the individuals that will be involved in the CHILD training, the double lines are the core planning teams. The second map is of the international strategy. Different colours are different groups or levels (pink is community, purple is district, orange is regional, green is federal, yellow is international, red is CHILD Ethiopia, and blue is CHILD Trust). Dots are individuals, triangles are groups and squares are organisations. Red lines are primarily influence (with arrow showing direction), black lines are mutually supportive. Thick lines are the primary links. Dotted lines are periphery relationships. Primary points of intervention are marked by double lines.

KETB

WETB.

FTC

Development Agent

Health Ext. Worker

Health Of.

Water Of.

WASHCO

Farmers

Capacity Of.

NGOs

Director

Parents

PTA Teachers

ChildrenYoung

School Life

Edu. Of. CouncilAgri. Of.


Prog Team

Woreda Council

Water Res

Education

Health

BOFED

Water Res

Education

Health

MOFED

Tripartite

TWG

TWG

TWG

DonorsUN NGOs

UN Int

NGO Int

Other Countries

Liaison team

Board

CIFF

UK Children

D. Comms

Exec Dir D. Corp. Af

D. Prog

D. Ops

D. Eth

PO

PO

PO

PO

PA

PO Field Team

Man Team

Proto

Finance

Board

FTC

DA

PTA

Sch

Parents

Young Children Students

HEW

Health Post

Teachers

WASHCOs

WETB

KETB

Water Res

Ag/NREdu

HealthCapacity

HAPCO

Int Expert Group

Res Mob

Interns

Universities

TTI

Research Inst

Public


Management strategy: innovation systems and the

CHILD Community From our work implementing results-based management systems in other development organisations, we have observed a common conflict between the programme systems and the underlying management structures. Therefore we believe strongly in an innovation systems approach where the management structures promote multidimensional knowledge generation geared to results. This will be realised through small highly mobilised and capable teams as opposed to large bureaucracies. Organisational memory will be maintained through regular opportunities for reflection, the CHILDnet system and by replacing email-orientated communication with collaborative wikis. Employment conditions will include fair and transparent pay structures, lower than some organisations but enhanced through a supportive environment, generous holidays, learning opportunities and a high degree of job satisfaction. All staff will be expected to spend some time each year in the field and all staff will have the opportunity to be involved in international outreach work. All salaries will consist of a basic element and performance related annual increase or decrease. The performance element will be linked to both organisational and individual performance assessments conducted through the M&E system and triangulated 360o reviews. All director positions and all national programme positions will carry the same basic salary regardless of position in the management structure. The team will be small enough and the programme exciting/inspiring enough that it is not envisaged that higher offers will need to be made for headhunting individuals.

Training and Follow-up Training for the first tranche of field staff will be conducted by Joseph, Mateusz, Yemesrach – experience CHILD trainers of trainers – and existing local CHILD experts. This will be practice-based and undertaken in the field in Ethiopia. All staff will participate in CHILD training as part of their induction. It is envisaged that Programme Officers will initially work in pairs to implement CHILD in a test bed of 50 schools. Their performance will then be assessed and learning points worked on. They will then expand the programme to an additional 90 schools each, working individually but with strong technical support and continuous peer review. At this stage it is intended to offer internships to pairs of capable students from a southern and northern university to accompany a Programme Officer, gain field experience and develop a specific aspect of the programme. Interns will offer a valuable opportunity to bring in fresh ideas, make important links with academic bodies, work on innovative aspects of the programme, develop an international network and access the decision makers of the future. To expand the programme, a new tranche of Programme Officers can work with the existing field unit for a period to gain experience before working on their own. This way, the organisation can expand its capacity exponentially through coaching and mentoring. Recruitment will aim to mix experience with new talent


CHILD training uses a cascade approach that is quality assured through follow-up and intensive support to initial sub-trainings. This cascade approach not only maximises reach, but embeds knowledge within national and local structures. Continuous field visits and regular experience sharing gathering provide opportunities for trouble shooting and quality control of implementation. By rolling out the approach in a phased approach, the organisation can maximise human resources and experience: gradually reducing support to established areas whilst focusing attention on schools new to CHILD. This is in line with a gradual and sustainable exit strategy and will use the opportunity to maintain a minimum level of follow-up (and early identification of problems) through existing structures such as the school cluster system or locally operating NGOs.

Each Field Unit can train and maintain 500 schools through the cascade system. 5 Programme Officers per unit, supported by the management team and a Programme Assistant. Each trains 5 districts with Training of Trainers. Each District trains 4 clusters, each cluster consists of 5 schools.

Pro Of. Pro Of.Pro Of.Pro Of.Pro Of.

Pro AsMngt.

Dist. Dist. Dist. Dist.

Cluster Cluster Cluster Cluster

Sat Sch Sat Sch

Sat Sch

Sat Sch

Dist.

At the beginning of each year, every Programme Officer will be given a minimum target of how many regional and district offices they will need to visit and how many schools and cluster lead schools they will need to visit. This target will be derived from the number of schools required to establish a PPA sample size for the monitoring system, accounting for socioeconomic and spatial distribution. Follow-up visits will consist of a checklist at district and school levels, triangulated interviews, focus groups discussions, direct observations and collection of most significant change stories. Programme Offices will be encouraged to take local government staff on the school visits with them. The data from each field visit will be fed into CHILDnet, giving the management team a real-time picture of implementation.

Structurally integrated planning CHILD planning does not happen in isolation. CHILD utilises many existing legal structures, employing capacity building strategies to make them more effective. This ensures that the participatory CHILD plans gain official recognition. The timing of planning is such that individual school plans can be consolidated at district level, shortfalls in resources calculated and budget allocations for CHILD activities included with the Woreda Government’s Official Annual Development Plan. There are two levels of quality control of plans at the community and at the district level. Where an existing participatory planning exercise is undertaken at the local level, communities are encouraged not to duplicate this for CHILD but to use the tools and ideas provided to enhance the quality and impact of their existing work.


Sustainable Exit

The CHILD Trust is designed to be necessary in this role for a limited period only, fulfilling its vision in 8-10 years and sustainably exiting. This is realistic because: 1. Our results chain is based upon field experience, is ambitious, but realistic; 2. The programme will influence at massive scale so that its concepts are entirely

diffused within the culture of its boundary partners, ensuring enduring support; 3. Systematic documentation and dissemination will allow replication by other

development agencies with global capacity, with an incentive of proven success; 4. We will take our core group of staff, funders and partners on a truly incredible

journey from which they will be ready to grow in their own directions. Enabling the CHILD Trust to exit through adopting an innovations system approach:

Year 1

4 56

7 8 9

CHILD Trus

t

CHILD Ethiopia

Federal Gov

Regional Gov

Local Gov

School Community

Exten. workers

Development partner

2 3

Exploratory link:

KEY:CHILD ideas, knowledge and technologies: Core resources:


Case studies from the CHILD Pilot

Gerbi School, Jile Tumuga Woreda, Amhara Background Gerbi School is situated in Oromia Zone in the east of Amhara Region, a highly vulnerable mountainous area almost entirely dependent on rain-fed subsistence agriculture with chronic food insecurity. Although Gerbi is situated close to a main road, it is in the middle of a highly remote area in relation to access, economic opportunities and political attention. The majority of its students come from several kilometres away, reflecting the wide population distribution of the predominant livelihood system. In common with the entire primary educational system, teachers are also allocated to Gerbi from outside the area and central government funding only just manages to cover the recurrent cost of their salaries. In consultation with the CHILD Team, Gerbi was selected to be included in CHILD training in February 2004 by the regional and district education bureaux. Representatives of the district education, agriculture and natural resources, health, water resources and capacity building offices along with representatives of the local womens’ and youth association were involved in a week-long learning workshop conducted by Yemesrach Assefa, now Director of CHILD Ethiopia and Joseph Barnes, now Director of the CHILD Trust. Several of these initial trainees went on to become peer-to-peer trainers during subsequent expansion of the CHILD pilot both in Amhara and the rest of Ethiopia. These district staff formed a multi-sector Synergies Group to coordinate the roll-out and maintenance of CHILD. Their first activity was to undertake training of directors, PTA members, extension workers, youth and women’s representatives from 10 schools, including Gerbi. Additional support for this training was provided by local CHILD-trained field staff from the UN and the district was visited a further 3 times during the following 12 months. Gerbi community elected to undertake the CHILD planning process under the coordination of the school’s Director, Mrs Ayalush. Situation analysis The challenge facing Gerbi School was enormous. Around 600 pupils had to share 2 classrooms in disrepair and cover Grades 1-4, many children were having to walk up to 10km everyday, there was no clean water source, and none of the formal education structures charged with addressing these issues were in existence. The first act of the community was to establish the CHILD Planning Team. In line with the advice in the CHILD guidelines they linked this effort to the formal government education planning system. Thus, they formed a Kebele Education and Training Board and a Parent Teacher Association (PTA) that had never been present in the community. The PTA was charged with undertaking problem identification and situation analysis exercises to prioritise the issues faced by the school community and match these to existing resources and possible solutions. In addition to the challenges identified above, the Planning Team highlighted social issues including barriers to girls’ education, the threat of HIV to a vulnerable


community and harmful traditional practices (including female genital cutting, early marriage and abduction). They also noted the fundamental difficulty faced by the school of low income and access to additional resources. The planning process was undertaken within the community with the support of their local extension workers and occasionally from district experts. Follow-up visits by the CHILD Team provided opportunities to quality assure some of the activities, ask insightful questions and most importantly to encourage. By this point, however, the process had established firm ownership within the community along with the interest and commitment to move forwards. The CHILD Planning Process The CHILD guidelines recommend the development of a 3 year plan of activities with detailed review and follow-up planning each year. This allows for individual activities to contribute to a longer-term strategy agreed to by the community. The Gerbi Planning Team identified the following activities as part of their strategy: • Additional

classrooms • Storeroom for School

Feeding food • HIV/AIDS

mainstreaming • Hand Craft room • Teachers residents • Combating HTP • Combined desks • Promoting girls education • Gardening • Additional wood lot • Clean drinking water access Of these, some could be achieved immediately, while others required much greater investment of mobilisation of resource not currently available to the community. Communities are encouraged to develop incremental plans, with activities that they can achieve using only the resources they have internally and others that they can aspire to. Sometimes several solutions might be appropriate, with immediate temporary action being followed by a long-term campaign to attract additional assistance from outside. The water access at Gerbi School is an example of this. The current water supply for the school is surface water and although the district had previously drilled a 53 metre capped borehole in the school grounds they do not yet have the financial capacity to buy and install the necessary pump and tank system. However, the School Community have not got stuck on this issue, concentrating instead on implementing the activities that they can do something about whilst actively lobbying the district for additional resources. The District has since applied to UNDP for the water pump and the School has good reason to be hopeful:

CHILD plan on display for school children


Gode Chele School in the same District achieved exactly this feat through constant lobbying of the Ethiopian Electrical Power Corporation. Whilst Gerbi community may have had to be patient for a solution to their water supply, they have surged forward with achieving the other activities they set themselves. After the first year of CHILD, the planning team stepped down and were replaced by fresh faces. This new team endorsed the original three year plan and have since continued to build upon the work that was started. Outcomes, challenges and lessons learnt In response to the challenge of remoteness, the School Community organised the construction of three satellite schools located strategically around the main school. This was entirely achieved through self help, the community provided cash and labour for the construction valued at 6,020 Birr (approx 650 USD) and undertook the collection of stone and mud. The satellite schools cater to the needs of Grade 1-2 students and have contributed to not only increasing enrolment in the first Grades of education, but ensuring that more children make it through to the first two years

In addition to the three satellite schools, the comm

to reach the upper grades taught in the main school.

unity have constructed a four Satellite classrooms built by the community

roomed building at the main school that provides two class rooms, one handicraft room and a weather-proof storeroom for school feeding food stocks. Alongside this extension was constructed a building that provides three staff residences for teachers allocated to Gerbi School from other areas. The money provided by the community for classroom construction was also used to pay for skilled labour, nails and iron sheets for the roof. The community provided all the other labour required free of charge. A simple but effective school canteen has also been built in one corner of the compound to give the children a shaded area where they can sit at lunchtime without being exposed to the midday sun. Type of Room Number Constructed Classroom 8 Handicraft Room 1 Store Room 1 Staff Residence/Office 3 Canteen 1 Total Rooms/Offices 14


Other accomplishments have included the introduction of a HIV/AIDS club that takes an active role in promoting the awareness of HIV/AIDS in the community through organising plays, discussion forums and poem readings of work written by the students. The school has transformed itself into the centre of a local initiative to begin to address the huge cultural challenge of Harmful Traditional Practices. Their new HTP Club mainly focuses on involving girls in the awareness of such issues as female circumcision, early marriage and girls’ education. The Club is accompanied by an extension package where members of the committee are assigned to various villages to propagate the awareness of the negative aspects of HTPs: a total of 12 villages are currently being targeted. Natural resources management also features in the new extracurricular activities organised by the School as a direct consequence of CHILD. The community and School have invested in a vegetable garden that grows fruits and vegetables, ranging from Guava to Castor, for income generation and to supplement the school feeding meals. A newly established woodlot grown with assistance requested from the Ministry of Agriculture and Rural Development in the form of seedlings now provides a sustainable fuel source for cooking and source of income. Local farmers have also replaced the dead fence around the school compound with mixed species live fencing that provides greater security and a source of income generating opportunities. An alternative income generating activity pioneered by Gerbi School is the production of silk. Through her own initiative, the School Director of the school obtained manuals and moth eggs from the Ministry of Agriculture and Rural Development and started to breed the insects as an educational and income generating activity. In the first 6 months the school produced 350 grams of silk, valued at 105 Birr a kilo. The larvae are fed with the waste foliage from the castor plants in the school garden. Since it was introduced by Gerbi, the idea has been shared with other CHILD schools, many of whom are also now actively generating income from silk. Income generation through silk

School enrolment has both been boosted and stabilised by CHILD. In the year following CHILD’s introduction enrolment increased substantially for both girls and boys. The following year, the construction of satellite schools for Grades 1 and 2 led to a drop in enrolment in the main School site. But two years later when these children reached Grade 3, enrolment figures indicate that they nearly all returned to the main school. With additional intake still being drawn in by the satellite schools, this is a very promising trend and rewards all the work undertaken by Gerbi School community.


Event Year Total Male

Total Female

Total Male and Female

CHILD introduced 2003-04 354 242 596 First year of CHILD 2004-05 513 384 897 Satellite Schools for Grade 1 and 2 2005-06 384 291 675

Grade 1 and 2 students return to the main school 2007-08 515 376 891

Figures from the Ministry of Education: Education Management Information System verified by field visits

Despite all their achievements, some major challenges still face the Gerbi School community. After Grade 4, students are expected to travel to the next town, 5km away and, despite community commitment to enabling additional grades to be taught in Gerbi, official support is taking a long time to mobilise. The cultural barriers that the HIV/AIDS and HTP clubs are facing are enormous and will also take a long time to shift, even though they have already generated far more attention to these issues than ever previously existed. Gerbi School also illustrates the impact that a single change maker can generate, in this case the innovative School Director Mrs Ayalush. She has since been moved to another school in the same district, who have also achieved enormous changes initiated by CHILD, such as providing reliable fresh drinking water to over 5,000 local villagers. However, Gerbi School are still moving forwards with implementing their CHILD plan, mostly because everyone in the community is now a witness to their own potential and believes that with the right mix of persistence, imagination and cooperation there is nothing that they cannot overcome together.

Fresh water!


Chorissa School, Kallu Woreda, Amhara Background Chorissa School, deep in Kallu Woreda of Amhara region was one of the first five pilot schools to ever experiment with the CHILD concept. Located high up on the mountainous slopes it has only been accessible to 4x4 vehicles for about 5 years after a local development programme built a dirt road up to the nearby village. An entirely agrarian zone, there almost no other employment opportunities in the area and the steep slopes combined with local deforestation in the face of historical political instability have led to massive erosion of fertile topsoil. Despite this, Chorissa is an area of hope, where a participatory food-for-work programme has enabled the community to stem the tide of natural resources depletion and begin to reverse their fortune. The attitude demonstrated by Chorissa in the face of grinding livelihood challenges made them stand out as a prime opportunity to build up the ideas behind CHILD. Thus, the Director and teachers of Chorissa School helped to shape the CHILD planning tool itself and were regular hosts of training groups involved in the CHILD expansion. However, they are an interesting case study mostly because they chose to take a different route to many schools, taking advantage of the flexibility and adaptability inherent within the CHILD approach. Situation Analysis During the development workshop that built the foundation of the CHILD approach, Chorissa School identified their priority problems as access, potable water, lack of classrooms (and disrepair of existing facilities) and a complete absence of school desks or other furniture. All this was underpinned by a complete lack of income opportunities, as is the case with nearly every rural school in Ethiopia. Rather than developing their own CHILD plan, however, Chorissa decided to integrate the ideas of CHILD into the existing participatory planning process that they were involved in with the land rehabilitation that had built the road up to the local village. Taking this approach avoided duplicating the planning process and put the needs of children at the centre of community discussion, also maximising the advantage of having existing community mobilisation efforts.

Chorissa’s main asset was noted as its large compound that was almost completely unused except for growing foliage that gave a very small return from local farmers. Other assets included the newly constructed dirt road going up to the village and community water harvesting efforts. Water, however, was the major challenge faced by the school, the nearest potable supply being the other side of a ridge that would require a

New classrooms under construction


complex system of pipes and pumps to get it to the school compound. The CHILD Planning Process The School’s decision to integrate the CHILD planning process with other ongoing participatory planning carried risks as well as advantages. These included the possibility of activities designed to assist the school being lost among other efforts. Nevertheless, the school community persevered and included plans to repair the school fence, repair and build classrooms, improve access and initiate income generation activities within the next community-wide planning process. Two teachers (1 female, 1 male) and three students are now involved in the community planning team along with representatives of the local Women’s Association, Family Association and religious leaders. They decided that water was going to be more of a challenge and so the School began to approach a number of local NGOs to seek additional assistance. Outcomes, Challenges and Lesson Leant Entirely through the contribution of the local community, Chorissa have made striding improvements to their School environment. Two new classrooms were constructed, the community road was extended to the school gate, a school kitchen was built to provide lunchtime meals, the live fencing around the school compound was completely renewed and funds were obtained from the local district through extensive lobbying to repair the existing classrooms. School furniture was also obtained through a combination of self-constructed benches and the donation of combined desks by a local agriculture programme.

School gardens for education and income

Most impressively, the School have transformed their spare compound spaces into a previously unimaginable educational and income generating asset. The School vegetable garden grows potato, onion, carrot, lettuce, tomato, radish, banana and


sugar cane from seeds originally donated by the community. This currently generates 600 Birr a year and the School is ready to expand the garden pending more reliable water supplies. In addition to this, a coffee plantation and woodlot have also been established to both generate additional income for the school and teach students about diverse sustainable livelihood approaches. Despite all their efforts, local NGOs have not managed to live up to their promises to assist Chorissa with accessing clean water. However, the school community themselves have constructed a 500 metre channel to a fresh water spring that now fills up ponds in the school compound for the school garden. With a combination of expansion of pond capacity, the addition of a membrane and a filter system this has the potential to provide a far better water supply than the existing facilities. Such a system can also be achieved by the school itself by taking advantage of its new income sources. Thus, rather than giving up in the face of challenges, Chorissa School is continuing to innovate and demonstrate that their unique approach to CHILD works perfectly for them.

Water harvesting structures

Event Year Total Male

Total Female

Total Male and Female

CHILD introduced 2003-04 559 469 1028 Current 2007-08 650 636 1286

Figures from the Ministry of Education: Education Management Information System verified by field visits


Dugum School and Gerhuseknaye School, Hawzien Woreda, Tigray Background Hawzien is a district characterised by spectacular rock formations that punch their way up through the deep orange fired earth, leaving shear rock walls as the only shelter against the pounding effects of the sun on the semi-arid and water scarce landscape. For all its stark beauty, Hawzien is a ruthless environment to live in and it is almost impossible to imagine that this was once a tropical Eden. Dugum School sits near the base of one of these massive rocky outcrops, inundated by frequent dust clouds as wind erosion decimates the desiccated local fields in which brave local farmers strive to grow their crops. When CHILD started in Dugum, the only people that wanted to work there were the World Food Programme, supplying daily school meals, often the only meal children would get on a regular basis. Hawzien was one of the first districts to be trained in the CHILD approach in 2004 and the workshop for the representatives of 10 schools was overseen by Mateusz, now the Director of Programme for the CHILD Trust and Yemesrach, now Director of CHILD Ethiopia. Situation Analysis and CHILD Planning Process The School faced major challenges in nearly all aspects of its life, with water shortage, lack of classrooms, poor facilities, lack of sanitation and lack of income. Despite this, Dugum approached CHILD with vigour and their enthusiasm became renown through a number of international monitoring visits. The CHILD planning team worked closely with district education officials to identify potential development partners and to advocate their case. They also filled the School compound with educational messages painted on almost every available surface, constructed two new classrooms and sun shelters for the children to eat lunch under. In addition to this, HIV/AIDS and water and sanitation clubs were established to begin to tackle these issues facing both the school and the local community. Eventually their persistence paid off when they persuaded the district to direct a UN Food and Agriculture Organisation (FAO) programme to assist them by constructing a roof water harvesting system. Water supply, however, was only the first part of their plan.

Keeping track of local education


Outcomes, Challenges and Lessons Learnt

se their compound. With technical

he achievements of Dugum so caught the eye of UNICEF that they selected the

Dugum School began to systematically revolutioniassistance from local agricultural extension agents they progressively filled the compound with resilient tree species, transforming Dugum into an oasis of green within the surrounding area. They built school gardens and a soil and water conservation demonstration centre for students. More classroom construction began and advocacy for further assistance continued. This effort was key to persuading Project Concern International (PCI) to make one of their first investments in Ethiopia the provision of financial support to CHILD schools in Hawzien targeted at helping them meet shortfalls in local community capacity. Tschool as one of only 20 in the country to pilot their Child Friendly Schools programme. This led to a massive investment of materials that helped to finish the self-help classrooms initiated through CHILD, build new latrines, provide sports equipment, equip a modern pedagogical centre and start a community nutrition centre. Dugum made such extensive progress that in 2007 the Ministry of Education decided to graduate them off the school feeding programme. The School then used the CHILD planning progress to lay down their initial plans to replace this resource through community contribution of cereals and expansion of the school gardening activities. Thus, Dugum School have completely reversed the fortune of their students, who now have access to the type of educational materials that were unimaginable only a few years ago.

One of the remaining challenges is learning how to more frequently replicate the

Attracting investmen

t

success of Dugum in attracting additional investment. However, the existence of such islands of excellence can contribute greatly to expanding the self-help impact of


CHILD. Hawzien also provides a prime example of this. Gerhuseknaye School was never included in any CHILD training. However, upon witnessing the efforts of neighbouring schools, the Director obtained a copy of the CHILD planning manual and some advice from the nearest CHILD school. Since then the School community has entirely independently undertaken a CHILD-inspired plan of activities with some impressive achievements: • Constructed two classrooms entirely through community participation

ly

er (moulding different materials from stone,

• ti drug club, which according to the director is to

he experience of Gerhuseknaye School is by no means unique, and whilst precise

• Purchased, housed and are milking a cow to generate 24,000 Birr annual• Established a vegetable garden with drip irrigation • Initiated groundwater harvesting • Started a livelihoods learning corn

soil and other materials for demonstration purpose) Built a teachers’ staffroom

• Started an entirely unique anprevent children from being victimised from such habits due to the location of the school on the border with the military zone where drugs can easily be accessed.

Tdata exists on the level of informal replication or ‘spill-over’ of the CHILD approach, in some districts it is known through field visits to run at more than 100 percent of trained schools. Neither is Hawzien unique in its use of CHILD to generate investment by outside NGOs in previously unknown schools. A number of CHILD schools in Amhara have benefitted from new classrooms as a result of independently approaching World Vision, whilst the CHILD team were able to use this demonstration of community commitment to forge programme partnerships with Population Services International (PSI) for the provision of water purification and training and with GTZ for the provision of fuel efficient stoves and training.

Beautiful but challenging school locations


CHILD-centred Partnerships CHILD has been designed to act as a platform for creating action-orientated partnerships at every level: from community to strategic policy. Through its collaborative and non-partisan credentials, CHILD encourages organisations to combine their resources in achieving locally-determined objectives. In Ethiopia, CHILD has been the keystone to a number of partnerships at different levels. Community Level At the community level, several schools have mobilised additional resources to support their self-help activities through approaching NGOs such as Mekane Yesus, World Vision and Save the Children. Communities benefit by being more attractive to potential funders because they are organised and committed: NGOs benefit because they can direct their resources into community efforts that fit into a bigger picture and maximise efficiency. Case Study of Damota School Damota School, in Ambassel Woreda of Amhara Region is set on top of an enormous escarpment that towers over the historical village that was the childhood home of the last Empress of Ethiopia. The difficult terrain and soil erosion make both access and rain-fed agriculture extremely perilous. Damota was one of the original schools that inspired and helped develop the CHILD approach. They used the draft idea for the CHILD planning framework to forge a highly productive partnership that transformed the school’s capacity. This involved coordinating community self-help labour with construction materials from a local faith-based NGO and food-aid from a national programme to level the rocky ground and construct brand new classrooms. This is a partnership that would have taken months and months to negotiate at the strategic level, yet the Damota School community demonstrated that it is in fact they who are best-placed to create the necessary synergies on the ground where it really counts. The School has since gone on to create volleyball pitches, latrines, live fencing, roof-water harvesting, composting and school gardens. Programme Level The potential of the CHILD approach to increase impact and success through local mobilisation and empowerment makes it an attractive platform for additional resources. This ensures that any investment in the core implementation of CHILD is multiplied in its effects. Examples of organisations who have built their interventions upon the existing community presence created by CHILD include Project Concern International (PCI) who directed their first Ethiopia PEPFAR funds to CHILD districts in order to enable locally-planned activities designed to support Orphans and Vulnerable Children that had emerged from the CHILD process. UNDP and the Nile Basin Initiative used CHILD as the foundation of their first capacity building initiative to promote environmental education among children living within the Nile Basin. GTZ committed to providing fuel efficient stoves and lifeskills training in selected CHILD schools, as did Population Services International (PSI) with water and sanitation. The local NGO, Mother and Child Development Organisation (MCDO) and UNICEF both took advantage of the CHILD expansion into Somali region to promote gender, HIV and WASH messages among local community members.


Case Study of Population Services International (PSI) In 2007, PSI began a programme to provide water and sanitation packages to 40 CHILD schools using joint funding from Proctor and Gamble and the World Food Programme. These packages included deworming tablets, water treatment kits, educational material and lifeskills training. The water treatment kits were tailored to the water conditions of each area, taking advantage of the existing socially marketed products that PSI promotes in Ethiopia, WaterGuard and PUR Purifier of Water. PSI acknowledged the potential of CHILD as an entry point for its social-marketing approach because the framework encourages communities to develop long-term sustainable and practical solutions to its challenges. This includes space for innovative income generation and entrepreneurial promotion. Many rural areas of Ethiopia are only served by their schools and thus there is an opportunity for small school-based shops to not only generate income from socially marketed products to recycle back into the education of a community’s children, but to widen the distribution net of water purification, mosquito repellent or family health technologies. Policy Level CHILD is designed to influence policy level decision making by providing a strong evidence base and an opportunity to filter the experiences of communities up into the consciousnesses of policy makers. It also provides a cross-agency platform to unite multiple organisations around a common pragmatic platform in order to implement strategy: a common concern of national government. In Ethiopia, CHILD has done exactly this in the area of School Health and Nutrition. Currently there is no policy or reference to the school environment in either education policy or structure. The CHILD framework was used to mobilise financial support from Princess Haya of Dubai that allowed the first formation of a SHN policy taskforce and funded a piece of research into the best practices of all the organisations already involved in school health and nutrition in Ethiopia. This seminal report was researched and written by Maria Borisova, now Director of Corporate Affairs at the CHILD Trust and it is still being used by the World Bank today as part of the national nutrition strategy process.


Planning resources and technical material

CHILD already has an impressive library of Guideline material that has been built up and developed during the pilot phases. This will be extended and improved, including providing additional technical materials for the second generation of CHILD Ethiopia guidelines and producing an international version. Current and planned materials include: CHILD 1 Community Planning Manual (Published) This forms the basis of any CHILD intervention, it includes the 12 Steps to a CHILD plan, suggested activities and essential formats. CHILD 1 Community Planning Toolkit (Published) This supports the CHILD planning process with blank formats for Situation Analyses and detailed explanations of steps such as school mapping. CHILD 1 Planning Support Modules (Published) These provide detailed background information and suggested activities for specific subjects that the community may prioritise but not have sufficient knowledge of to design activities. • HIV/AIDS • Gender • Education • Nutrition • Technical Planning CHILD 2 Planning Manual (Draft Published) Updated and improved version of the CHILD 1 Community Planning Manual • Introduction • Planning Guideline • Training and Management Guideline • Technical Standards Guideline CHILD 2 Activities Manual (Under development) Updated and extensively expanded technical library of material to support CHILD planning. Will replace CHILD 1 Planning Support Modules. • Educational Quality (Includes Gender, Disabilities, Inclusive Education) – Draft Published • School Health and Water (Includes HIV, Sanitation, Malaria) • School Nutrition • Environmental Management • Income Generation CHILD 2 Ready-to-Use Plan (Draft Published) Ready to Use planning formats that overcome shortage of stationary at the local level and ensure RBM data is consistently available. • School Plan • Woreda Plan • Complete CHILD Monitoring and Evaluation System (Planned) • International Versions of the CHILD Manuals (Planned as collaborative work) • Through the Eyes of Children: CHILD Book (Published) • Guidelines for creating additional CHILD add-on modules (Planned)


The technical material for CHILD is built around a modular approach, with core guidelines for the planning approach and additional modules for issue-specific technical guidance. This has a number of advantages: • The ‘essence’ of CHILD can be rolled out rapidly at low cost and additional

technical subjects covered as appropriate; • The core planning texts stay the same for all communities, with different add on

modules being adopted as necessary; • Technical modules can be updated, added to or removed without republishing

the entire set of guidelines; • The approach leaves room for other people and organisations to contribute ‘add-

in’ modules or extensions to the existing library and share their ideas. The guidelines act as both an implementation and a training package, although advanced training material will also be developed and shared when needed. Is it envisaged that additional resources will be mobilised to complement the guidelines with videos and radio plays to demonstrate the application of the CHILD approach and give examples of locally-driven self-help activities.

CHILD concepts; management skills and tools;

12 Steps CHILD planning and review approach;

Menus of ideas for different activities;

Ready-to-Use blank CHILD planning formats

CORE Modules ADD-ON Technical Modules

Educational quality, including gender and disabilities

School Health, including HIV, water, sanitation and hygiene

Nutrition, including food security and early childhood care

Environmental management, including sustainable livelihoods

Income generation, including life skills and entrepreneurialism

CHILDnet and ready-to-use M&E database tool

Training and M&E package for those who want to use CHILD

Guide to writing new add-on modules for CHILD

Others

The proven and improved CHILD 12 Steps planning approach:

Step 1 Activating the CHILD planning teams

Step 2Meeting to discuss with possible partners

Step 3 Undertaking a District Assessment for CHILD

Step 4 Introducing CHILD at community level

Step 5Mapping the school and visualising problems

Step 6Situation Analysis exercises

Step 7 Selecting and designing possible activities

Step 8 Making a draft community plan

Step 9 Quality control and integrate into Gov. plan

Step 10, 11 and 12Implementation, monitoring and reporting, and evaluation and replanning

National development

system


CHILDnet

The concept of CHILDnet is to take advantage of a host of low-cost web-based technologies to provide an integrated communications suite that is not only more efficient and more productive than existing solutions, but can also be easily scaled to provide services to other stakeholders who decide to pilot CHILD. Using web-hosting avoids the need to establish complex and expensive ICT systems in difficult environments and the programming used will purposefully be kept streamlined and efficient to maximise usability in low-connectivity environments. Having one unified information centre for CHILD helps support maximum efficiency in knowledge management and ensures complementarity of different systems. It also allows for decentralised working: enabling more time to be spent interacting with partners rather than confined to central office locations. Different partners will be given access to layers within the CHILDnet system. For example, funders will be able to access real-time geo-synchronised data on monitoring visits, whilst partners piloting CHILD in other countries can be given access to their own area of the monitoring database rather than investing in an expensive new system. CHILDnet will also underpin both the external and internal learning and knowledge management environments, for example through collaborative public working on guideline material and web-logs. It has been known for a long time that emails are not the most efficient communication system within an organisation: absorbing time, compartmentalising information and resulting in long communications chains. CHILDnet will take advantage of wiki technology to create a rich source of internal collaborative communications that will be available to all programme staff. Other long-term problems suffered by development agencies are the problems of learning from information sources such as Field Visit reports. CHILDnet will take advantage of tagging and search technologies developed by the blogging community to make this information accessible, relevant and usable. Proposed features of the CHILDnet system will be*: • Web enabled database to collate and

process RBM monitoring data • Learning resources, online courses,

event announcements • Collaborative wiki-based internal

communications system linked to discussion forums

• Public collaborative guideline revision and suggestions area linked to discussion forums

• Online newsletters and think-pieces • Outcome Mapping e-journals • Financial and resource tracking systems • Most Significant Change e-journals • Libraries of polices, publications,

reports and photos • Webmail for external and private

communication • Blog-style tagged field visit reports

linked to appropriate wiki pages • CHILD helpdesk and FAQ

knowledgebase • Blog-style tagged Board Minutes • Personnel 360 evaluation system • Public blogs from CHILD staff • Case study development pages *All these are available using existing free technologies such as Wordpress, MySQL, WikiMedia, and Joomla. They will, however, require design, adaptation, assembly and hosting as part of the CHILD Trust. The finished system will be continually developed and the code will be made publicly available for other non-profit organisations to benefit.



Monitoring and Evaluation Systems Monitoring and Evaluation are built into the very structure of the CHILD Trust, the CHILD Ethiopia Programme and the CHILD planning approach itself. We will take advantage of multiple complementary systems to provide a rich learning and accountability pictures that will feedback into informed development of the organisations and the programme. M&E Systems Community level: • CHILD 12 Steps Planning Approach includes participatory community-led review

and replanning process • Most Significant Change story collection, filtering and feedback Programme level: • Logical-Framework Approach real-time RBM data collection and GIS-linked

database • Annual qualitative impact assessment Strategic level: • Management performance indicators • Outcome Mapping M&E information pathways

School Communities

CHILD Ethiopia

Local/National Government

CHILD Trust

CIFF

Intl. Partners

Public

Development Community

A

Most Significant Change

Communit

nnual Assessmen

y-led Review

t

Logframe Monitoring

Data exchange/Dialogue

Outcome Mapping

Publications

M&E database

CHILDnet

CHILD Trust Phase 1 Outcome Mapping Outcome Mapping is approach first developed by the International Development Research Centre in Canada as an alternative monitoring and evaluation system for high-level programmes which contribute to realising a broader vision. It is primarily a learning tool to improve performance within complex environments where change cannot be easily attributed to any particular actor (such as in realising the MDGs). Outcome Mapping tracks outcome contributions towards realising a vision by measuring the effect an organisation has on its Boundary Partners. Boundary Partners are those groups, organisations or individuals that the programme most directly interacts with. Outcome Mapping is a participatory approach to organisational learning among a group of programme partners and goes beyond impact evaluation to assess the wider influence/contribution of programme. The CHILD Trust will experiment with Outcome Mapping as a supplement to the Management for Development Results system implemented for the CHILD Ethiopia Programme. Vision Sustainable community-based investment irreversibly improves the access to and quality of education, health, nutrition and environment of 10 million children

by 2015. Boundary Partner

Government of Ethiopia (Ministry of Education)

CHILD Ethiopia General public and development community

UN agencies involved in education

CHILD Trust

Progress Marker

Proactive community-driven integrated school improvement and local development plans are being implemented in half of primary schools in Ethiopia by 2015 and all by 2020

CHILD demonstration pilots are established in 5 additional countries by 2015.

The CHILD approach is effectively mainstreamed into three major international development strategies or programmes by 2012

Secure core capacity with capability to implement Phase 2

Strategies/ Activities

• Regular visits to build working relations

• Involvement in policy and planning dialogue

• Independence from donor groups through alternative secured funding

• Joint visits and programme development

• Secure core funding • Assistance with

recruitment and systems building

• Technical programming and M&E support

• Office equipping and vehicles

• Partnership/CHILD Network development

• Revised CHILD guideline library and information series published and freely available online

• CHILD community established as learning network

• Visits and technical support to various headquarters

• Visits to country offices, online technical support and email newsletters

• Strong evidence base enable leveraging of wider support

• Secure employment of core team

• CHILDnet development and deployment

• Technical training • Systems

strengthening • Network

development Tracking Performance, Outcome and Strategy Journals integrated into CHILDnet


CHILD Trust Performance Management Key Indicators Mission “Being accountable to the people we work with, ourselves and those who entrust us with resources; to relentlessly and effectively pursue an irreversible end to

the unjust effects of poverty for future generations of children through investment in the capacity and motivation of the communities we work with, the staff we work through and the partners we work alongside.”

Objective Indicator Bench-mark

Means of verification† Major strategies* (with annual budget est.)

Effective

1) % of performance results indicators met by the organisation 90% Annual programme implementation review

Executive Director (£) Technical support travel (£)

2) % evaluations and annual accounts freely available online 100% Website audits Website maintenance (£) Report Printing and Dissemination (£)

Accountable

3) % of annual general meetings that include participants from CHILD communities

100% Minutes from Annual General Meetings

Annual General Meetings (£) Flights/Per Diem for Partners (£)

Transparent

4) % annual accounts filed with and accepted by the relevant authorities on time

100% Internal records and minutes from Board meetings

Director Corporate Affairs (£) Auditing (£)

Sustainable

5) % sites continuing the CHILD planning process 3 years after the programme has exited

75% Periodic impact assessments Impact Evaluation (£)** Consultants for QIA (£)

Charitable

6) % of materials and technologies developed by the charity freely available to the public

100% Board of Trustees assessment Biannual Board meetings (£) Director Operations (£)

Ethical

7) % reported incidents dealt with according to the organisational code of conduct to the satisfaction of the Board of Trustees

100% Internal records and minutes from Board meetings

Induction Training (£) Solicitors (£) Insurance (£)

Learning

8) % staff with access to and using an integrated web-based learning and knowledge management system

80% Server login records System creation and deployment (£)** Director Communication (£)

9) % staff reporting that they are empowered to fulfil their work and are rewarded for doing so

90% Annual anonymous staff survey

Director Programme (£) Staff training budget (£)

Supportive

10) % policies compliant with People in Aid standards 100% Independent dissertation Scholarships for university dissertation (£) 11) % of work plan activities accomplished as planned 90% Annual work plan review Premises (); Office supplies (£) Efficient

12) Ratio actual to planned expenditure 80% Financial management system

Director CHILD Ethiopia (£) Accountants (£)

Innovative

13) % staff time spent dedicated to developing personal projects 10% Annual staff performance reviews

ICT (£) Library (£)

Responsive

14) % evaluation and audit recommendations implemented according to agreed management plan of action

90% Annual work plan review Annual report production and dissemination (£)

* Strategies are a combination of activities and process. ** Indicates one-of cost. † Tracked through dedicated secure database on CHILDnet.


CHILD Ethiopia Programme Results Framework GUIDING VISION

Millennium

Development Goals and the Convention on the Rights of the

Child

IMPACT 1) 250,000 children of primar

IMPACT 2) 250,000 children of primary

school age are experiencing

improved quality and relevance of

primary education in 10 districts of Ethiopia by 2012

IMPACT 3) 250,000 children of primary

school age are sustainably accessing primary education in 10 districts o

y school age are growing up in supportive and entrepreneurial communities in 10 districts of Ethiopia by 2012

f Ethiopia by 2012

OUTCOME 1.1) 500 primary schools

proactively enrol and ensure

attendance of school age children

in their communities by 2012

OUTCOME 1.2) 500 primary schools are practicing and further developing inclusive education

by 2012

OUTCOME 2.1) 250,000 children are

attending primary schools that reach WHO minimum

standards for environmental health by 2012

OUTCOME 2.2) 10 Woreda (district)

Educational Boards are actively

coordinating efforts to address

educational quality improvement by

2012

OUTCOME 3.1) 500 communities

are actively building significant increases in traditional and

new social solidarity mechanisms by 2012

OUTCOME 3.2) 250,000 children are

engaging in active efforts to protect and improve their

natural environment by 2012

PROCESS 1.1) Parliamentary education law enshrines the

responsibility for school directors to ensure enrolment and attendance by

2012

PROCESS 1.2) 3 Regional education bureaux formally adopt inclusive

education policies by 2012

PROCESS 2.1) Ministry of

Education integrates School Health and

Nutrition into formal education policy by 2012

PROCESS 2.2) 10 Woreda Councils

are annually holding Woreda Education Boards accountable

for educational quality by 2012

PROCESS 3.1) Community based

social networks are officially recognised

by 10 Woreda administrations by

2012

PROCESS 3.2) Ministry of

Education national curricula includes

environmental education in

primary schools by 2012

• Impact will be measured by a combination of Impact Evaluation and Most Significant Change. • Outcome, Process and Outputs will be measured through a combination of Stratified Joint Follow-up Visits fed into a real-time

database, Annual Qualitative Assessments, Social Networks Analysis, and direct reporting.

OUTPUT 1.1.1) 500 schools maintaining

records of community children

OUTPUT 1.1.2) 500 schools undertaking outreach to families of school age children

OUTPUT 1.1.3) 500 communities value education for their

children

OUTPUT 1.2.1) 500 schools are promoting equal access for girls and boys

OUTPUT 1.2.2) 500 communities are

undertaking activities to support

Orphans

OUTPUT 1.2.3) 500 communities supporting access to school for children with disabilities

OUTPUT 2.1.1) 500 schools are actively implementing school improvement plans

OUTPUT 2.1.2) 250,000 primary school children

receiving hygiene education at school

OUTPUT 2.2.1) 10 Woreda (district) Education Boards

are actively undertaking educational

development mapping

OUTPUT 2.2.2) 10 Woreda Education

Boards have established working partnerships with

civil society organisations

OUTPUT 2.2.3) 500 Parent Teacher Associations are actively reviewing

education standards in their schools

OUTPUT 3.1.1) 500 schools are actively implementing plans

OUTPUT 3.1.2) 500 communities are

actively maintaining new or

strengthened social bodies dedicated to local development

OUTPUT 3.2.1) 500 schools are maintaining

environmental demonstration

lessons and facilities for school children

OUTPUT 3.2.2) Agricultural

extension workers in 10 Woredas (districts) are

actively involved in educational forums

to increase parental involvement in

school life


Intervention logic of the CHILD Ethiopia Programme: Realising the Rights of the Child in primary education through enhanced social networks

We will spare no effort to free our fellow men, women and children from the abject and dehumanizing conditions of extreme poverty, to which more than a billion of them are currently subjected. We are committed to making the right to development a reality for everyone and to freeing the entire human race from want. (Millennium Declaration) We reaffirm that children have a right to enjoy a healthy environment for the realisation of their physical, mental and spiritual well-being. Equally, they have a duty to participate in activities that rehabilitate or protect the environment (Africa Fit for Children, Cairo Declaration and Plan of Action)

The intervention logic of the CHILD Programme is to use participatory and ground-up approaches to achieve outcomes that are embedded in the in the Millennium Development Goals and Convention on the Rights of the Child. The MDGs provide the mandate for action; the CRC provides the standards for this. The real time monitoring system will track indicators at output and outcome level. Risk indicators will also be tracked. In this instance, Outcome Results refer to human rights standards and Process Results refer to human rights principles. We have chosen to measure Process at outcome level rather than activity level because it is a demanding measure that ensures sustainable behavioural or institutional change has resulted from our intervention strategy. Performance Assessment Systems for CHILD Ethiopia Programme: All made available through CHILDnet Impact Assessment Outcome, Process and Output Assessment Impact Evaluation Learning orientated impact evaluation and performance audit during the mid-phase of the expanded CHILD Ethiopia programme. Also envisaged is a PhD level thesis on CHILD sustainability 3 years after exit.

Most Significant Change Ongoing collation and processing of MSC stories to give a rich picture of CHILD impacts and develop learning case studies.

Stratified Joint Follow-up Visits Ongoing visits to schools and government offices according to a schedule derived using PPS. Data collection methods include: • Checklists • Triangulated Interviews • Focus Groups • Direct Observation

Annual Qualitative Assessment Periodic intensive qualitative real-time evaluations allowing investigation into areas of interest or concern • Participatory • Focus areas/issues • Social Network Analysis

Direct reporting • Additional data

for performance tracking

Published and released online Newsletter and Annual Report GIS–Linked Database, Tagged Field Reports and Annual Report


Mandate CHILD intervention logic Standards for intervention Millennium Development Goals (Mandate)

Impact (Change in realisation of Rights)

Outcomes* (Change in inst. or behaviour)

Processes* (Enshrinement of Human Rights)

Outputs by 2012 (Change in assets or services)

Convention on the Rights of the Child (Human Rights Standards)

Rights Logic

1.1maintaicommu

.1) 500 schools ning records of nity children

1.1.2) undert

500 schools aking outreach

to families of school age children

1.1) 500 primary schools proactively nrol and ensure

attendance of school age children in their communities by 2012

e

1.1) Parliamentary education law enshrines the responsibility for school directors to ensure enrolment and attendance by 2012

1.1.3) 500 communities value education for their children 1.profor girl

2.1) 500 schools are moting equal access

s and boys 1.2.2) 500 communities are undertaking activities to support Orphans

To ensure that, by the same date [2015], children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that girls and boys will have equal access to all levels of education.

1) 250,000 children of primary school age are sustainably accessing primary education in 10 districts of Ethiopia by 2012

1.2) 500 primary schools are practicing and further developing inclusive education by 2012

1.2) 3 Regional education bureaux formally adopt inclusive education policies by 2012

1.2.3) 500 communities supporting access to school for children with disabilities

Article 28 1. States Parties recognize the right of the child to education, and with a view to achieving this right progressively and on the basis of equal opportunity, they shall, in particular: (a) Make primary education compulsory and available free to all; (e) Take measures to encourage regular attendance at schools and the reduction of drop-out rates. Article 23 1. States Parties recognize that a mentally or physically disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self-reliance and facilitate the child's active participation in the community.

The R

ight to Education: E

very child has a right to com

pulsory and free basic education

*Indicators relate to Respect Protect and Fulfil








Rights Logic

2.acs

1.1) 500 schools are tively implementing

chool improvement plans

2.1) 250,000 children are attending primary schools that reach WHO minimum standards for environmental health by 2012

2.1) Ministry of Education integrates School Health and Nutrition into formal education policy by 2012

2.1.2) 250,000 primary school children receiving hygiene education at school 2.(disBoarundeeducadeve

2.1) 10 Woreda trict) Education ds are actively rtaking tional

lopment mapping 2.2.2) 10 Woreda Education Boards have established working partnerships with civil society organisations

To ensure that, by the same date [2015], children everywhere, boys and girls alike, will be able to complete a full course of primary schooling and that girls and boys will have equal access to all levels of education. To provide special assistance to children orphaned by HIV/AIDS.

2) 250,000 children of primary school age are experiencing improved quality and relevance of primary education in 10 districts of Ethiopia by 2012

2.2) 10 Woreda (district) Educational Boards are actively coordinating efforts to address educational quality improvement by 2012

2.2) 10 Woreda Councils are annually holding Woreda Education Boards accountable for educational quality by 2012

2.2.3) 500 Parent Teacher Associations are actively reviewing education standards in their schools

Article 24 1. States Parties recognize the right of the child to the enjoyment of the highest attainable standard of health and to facilities for the treatment of illness and rehabilitation of health. 2. States Parties shall pursue full implementation of this right and, in particular, shall take appropriate measures: (e) To ensure that all segments of society, in particular parents and children, are informed, have access to education and are supported in the use of basic knowledge of child health and nutrition, the advantages of breastfeeding, hygiene and environmental sanitation and the prevention of accidents; Article 29 1. States Parties agree that the education of the child shall be directed to: (a) The development of the child's personality, talents and mental and physical abilities to their fullest potential;

The R

ight in Education: The right to a school environm

ent that is conducive to learning, including appropriate curricula and non-discrim

ination









Rights Logic

3.1.1) 500 schools are actively implementing plans to increase

volvement in

parental inschool life

3.1) 500 communities are actively building

nificant increases in nal and new

solidarity mechanisms by 2012

sigtraditiosocial

3.1) Community based social networks are officially recognised by 10 Woreda administrations by 2012 3.1.2) 500 communities

are actively maintaining new or strengthened social bodies dedicated to local development 3.menvi

2.1) 500 schools are aintaining

ronmental demonstration lessons and facilities for school children

To develop and implement strategies that give young people everywhere a real chance to find decent and productive work. To promote gender equality and the empowerment of women as effective ways to combat poverty, hunger and disease and to stimulate development that is truly sustainable.

3) 250,000 children of primary school age are growing up in supportive and entrepreneurial communities in 10 districts of Ethiopia by 2012

3.2) 250,000 children are engaging in active efforts to protect and improve their natural environment by 2012

3.2) Ministry of Education national curricula includes environmental education in primary schools by 2012

3.2.2) Agricultural extension workers in 10 Woredas (districts) are actively involved in educational forums

Article 29 1. States Parties agree that the education of the child shall be directed to: (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The development of respect for the natural environment.

The R

ight through Education: refers to the outcom

e of education and its effect on society, including shared dem

ocratic values



Results Logical Framework and Monitoring Matrices Impact will be measured through periodic programmatic qualitative impact analyses undertaken by CHILD Ethiopia, the results of which will be shared with contributing organisations. Outcome will be measured through annual sampled qualitative assessments. Outputs will be continuously tracked through field visits. Risk indicators will be continuously monitored for early detection of programmatic threats. The Obligation to Respect -- requires the duty-bearer to refrain from interfering directly or indirectly with the enjoyment of the right The Obligation to Protect – requires the duty-bearer to take measures that prevent third parties from interfering with the enjoyment of the right The Obligation Fulfill – requires the duty-bearers to adopt appropriate legislative, administrative, budgetary, judicial, promotional, and other measures towards the full realization of the right OR to directly provide assistance or services for the realization of the right Impact 1) 250,000 children of primary school age are sustainably accessing primary education in 10 districts of Ethiopia by 2012 Result Rights

Logic Indicator* (gender disaggregated)

Baseline Target Means of verification

Strategies** (with budget estimate)

Notes

Respect # school communities reporting institutional barriers to education for any child

0 Annual qualitative assessment

Protect # schools holding community conversations on barriers to education


Net enrolment rate Grade 1-4 90% Fulfil Attendance rate Grade 1-4 80%

Annual qualitative assessment and EthioInfo

Duty Bearer is the school, embodied by the teachers.

Outcome 1.1) 500 primary schools proactively enrol and ensure attendance of school age children in their communities by 2012

Risk Humanitarian emergencies n/a n/a OCHA Briefings Natural and anthropogenic Respect Parliamentary law passed

through constitutional legal process

Yes Negarit Gazette

Protect Education Law is applicable to all people and organisations in Ethiopia

Yes Negarit Gazette

Fulfil Education law includes responsibility for school directors to ensure attendance

Yes Negarit Gazette

Duty Bearer is the Government of Ethiopia, through the Ministry of Education.

Principle 1.1) Parliamentary education law enshrines the responsibility for school directors to ensure enrolment and attendance by 2012

Risk Non-democratic political change n/a n/a News media


Output 1.1.1) 500 schools maintaining records of community children

# schools in programme areas with annually updated lists of children in the community for use in ensuring on-time enrolment in primary Grade 1

500 Stratified joint follow-up visits: checklist

Output 1.1.2) 500 schools undertaking outreach to families of school age children

# schools undertaking home visits to households of children reaching school age

500 Stratified joint follow-up visits: triangulated interviews

Output 1.1.3) 500 communities value education for their children

# school communities reporting increased value of education for their children

500 Stratified joint follow-up visits: focus groups

Respect % children with disabilities reporting acts of institutional discrimination in the classroom

0% Annual qualitative assessment

Protect # anti-AIDS clubs undertaking community outreach education


Fulfil # schools with institutionalised inclusive education policy


Duty Bearer is the school, embodied by the teachers.

Outcome 1.2) 500 primary schools are practicing and further developing inclusive education by 2012

Risk Supportive federal policy environment

n/a n/a Policy dialogue engagement

Ministry of Education

Respect # regional education bureaux with inclusive education policies


Protect % claims of exclusion made to the bureaux under the policy fully followed up.


Fulfil # woreda education offices with at least one member of staff trained in the inclusive education policy


Principle 1.2) 3 Regional education bureaux formally adopt inclusive education policies by 2012

Risk International trend towards another approach distracts education policy making

n/a n/a Policy dialogue engagement

Low risk, although name for inclusive education might change


Outputs 1.2.1) 500 schools are promoting equal access for girls and boys

Mean gender parity index 1 Stratified joint follow-up visits: checklist

Baseline extrapolated from Welfare Monitoring Survey

Outputs 1.2.2) 500 communities are undertaking activities to support Orphans

# school communities reporting self-help activities or partnerships targeted at assisting orphans


Outputs 1.2.3) 500 communities supporting access to school for children with disabilities

# school communities reporting self-help activities or partnerships to improve access for children with disabilities


* Gender disaggregated data is by sex, economic status and age group (as appropriate). ** Strategy is a combination of activities and process


Impact 2) 250,000 children of primary school age are experiencing improved quality and relevance of primary education in 10

districts of Ethiopia by 2012 Result Rights




Notes

Respect # woredas with agreed minimum standards that are in line with WHO recommendations


Protect % school improvement plans that include local NGOs working in the environmental health sector

0 50% Stratified joint follow-up visits: checklist

Fulfil # schools reaching 10 point priority checklist on environmental health based on WHO standards

0 500 Annual qualitative assessment

Duty bearer is the school

Population pressure and chronic underinvestment prevent substantial progress

n/a n/a Education sector joint review missions

Outcome 2.1) 250,000 children are attending primary schools that reach WHO minimum standards for environmental health by 2012

Risk

Disaster n/a n/a OCHA briefing

Respect Formal school health and nutrition policy exists

no yes Policy dialogue

Protect School health and nutrition explicitly integrated into Education Sector Development Plan IV

no yes ESDP IV document

Fulfil School health and nutrition has budget allocated against it in ESDP IV

no yes ESDP IV document

Duty bearer is the Ministry of Education

Principle 2.1) Ministry of Education integrates School Health and Nutrition into formal education policy by 2012

Risk Political instability


Output 2.1.1) 500 schools are actively implementing school improvement plans

# schools demonstrating implementation of at least one activity from a school improvement plan


Output 2.1.2) 250,000 primary school children receiving hygiene education at school

# schools giving hygiene education to all students


Respect # woredas with consolidated CHILD plans

0 10 Stratified joint follow-up visits: checklist

Protect % woredas integrating activities from consolidated CHILD plans into district annual development plans

0 100% Stratified joint follow-up visits: triangulated interviews

Fulfil # woredas with budgets allocated to activities in consolidated CHILD plans


Outcome 2.2) 10 Woreda (district) Educational Boards are actively coordinating efforts to address educational quality improvement by 2012 Risk Restructuring dismantles WETB

structure n/a n/a Regular contact with

local staff

Respect # woreda councils hearing reports on educational quality each year


Protect # WETB complaining of outside influence on the council deliberations on quality

0 Stratified joint follow-up visits: focus group

Fulfil # WETB with a list of feedback recommendations derived from council deliberations


Principle 2.2) 10 Woreda Councils are annually holding Woreda Education Boards accountable for educational quality by 2012

Risk Poor decentralised capacity not adequately addressed

n/a n/a World Bank reports

Outputs 2.2.1) 10 Woreda (district) Education Boards are actively undertaking educational development mapping

# woredas with up-to-date educational development maps



Outputs 2.2.2) 10 Woreda Education Boards have established working partnerships with civil society organisations

# woredas consolidated CHILD plans that include at least one CSO


Outputs 2.2.3) 500 Parent Teacher Associations are actively reviewing education standards in their schools

% PTAs reporting having discussed and reviewed teaching-learning standards at least once in the past 6 months

100% Stratified joint follow-up visits: focus group


Impact 3) 250,000 children of primary school age are growing up in supportive and entrepreneurial communities in 10 districts of

Ethiopia by 2012 Result Rights




Notes

Respect % PTAs reporting that interference from within the community prevented realisation of planned CHILD activities


Protect % PTAs reporting that interference from outside the community prevented realisation of planned CHILD activities


Fulfil # communities reporting strengthened social networks

500 Annual qualitative assessment: social networks analysis

Outcome 3.1) 500 communities are actively building significant increases in traditional and new social solidarity mechanisms by 2012

Risk Major political upheaval n/a n/a News media Respect # woreda official development

plans making reference to community level social networks

0 10 Stratified joint follow-up visits: triangulated interviews

Protect % community social networks associated with CHILD reporting working relationships with relevant local government staff


Fulfil # woreda directing official development budget to activities implemented by community social networks


Principle 3.1) Community based social networks are officially recognised by 10 Woreda administrations by 2012

Risk Political pressure relating to power structures

n/a n/a Regular contact with local staff


Output 3.1.1) 500 schools are actively implementing plans to increase parental involvement in school life

# school communities where parents report increased involvement in school life

0 500 Stratified joint follow-up visits: focus group

Output 3.1.2) 500 communities are actively maintaining new or strengthened social bodies dedicated to local development

# PTAs reporting that their communities have social networks that have undertaken more activity in the current year than previous

0 500 Stratified joint follow-up visits: focus group

Respect % schools with school garden or environmental demonstration activities

0 60% Annual qualitative assessment

Protect % schools with a agricultural extension worker actively involved in school life

0 50% Stratified joint follow-up visits: triangulated interviews

Fulfil % children reporting involvement in natural resources management activities

0 75% Annual qualitative assessment

Outcome 3.2) 250,000 children are engaging in active efforts to protect and improve their natural environment by 2012

Risk Overburdened DAs n/a n/a Local contacts Respect Environmental curricula exists yes Ministry of EducationProtect Environmental education is

included in ESDP IV no yes ESDP IV document

Fulfil Official textbooks exist that include environmental material

yes Ministry of Education

Principle 3.2) Ministry of Education national curricula includes environmental education in primary schools by 2012

Risk Curriculum changes too rapidly for textbook production

n/a n/a UNESCO

Outputs 3.2.1) 300 schools are maintaining environmental demonstration lessons and facilities for school children

% schools undertaking practical sessions for students in school gardens

n/a 60% Stratified joint follow-up visits: triangulated interviews


Outputs 3.2.2) Agricultural extension workers in 10 Woredas (districts) are actively involved in educational forums

# WETB that include at least 1 DA

0 10 Stratified joint follow-up visits: triangulated interviews


Joseph Barnes, Founding Director

Children in Local Development37 Admiral House, Willow Place

London SW1P 1JW United [email protected]

Tel: +44 (0)782 794 3070 (Mobile)Skype name: joe_joe_livewww.child-online.com

The CHILD Trust is a non-profit organisation

bespoke proposals available on request

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