Topic: Project Proposal and Schedule of Activities, Areas of Concerns in Educating A Community

Polytechnic University of the Philippines
Unisan, Quezon Branch
Institute of Open and Distance Education

Master in Educational Management
An Outcome-Based Education Module

in MEM 644 – Education in Community Development
Module 1
Topic: Project Proposal and Schedule of
Activities, Areas of Concerns in
Educating a Community
Carmela S. Dator
Jerwin A. Talisic
Dalle Jane G. Reyes
Jeselle R. Escobiñas
Leanne O. Pornella
Facilitator
Lesson 1: Project Proposal

Lesson 2: Activities, Areas of Concerns in Educating a Community
______– Education in Community Development Page 1

LESSON 1: PROJECT PROPOSAL
Intended Learning Outcomes
After reading this module, you will be able to do these:
1. Discuss the significance of a project proposal.

2. Create a simple project proposal
Enduring Understanding
Pre service teachers should understand that:

1. Pre service teachers should understand that:
1. A project proposal is a core document that helps sell a potential project to
sponsors and stakeholders.
2. A project proposal is detailed description of a series of activities aimed at
solving a certain problem.
3. A project proposal is unique to each project but the format is the same.
Essential Questions
1. What makes a good project proposal?
2. What are the guidelines for project proposal?
3. What are the 5 tips in Creating a better proposal?

Essential Learning
What makes a good proposal? One attribute of a good
proposal is appearance. A strong proposal has an attractive, professional, inviting
appearance. In addition, the information should easy to access. A second
attribute is a substance. A strong proposal has a well –organized plan of attack. A
strong proposal also has technical details because technical depth is needed to
sell the project. A proposal is a persuasive document. But first and foremost, a
proposal has a required format. It consist of the layout and typography of a
document. The following are guidelines of a good project proposal ;
1. Title Page :
a. Title of the project in initial Capital Letter
b. The sponsoring company and contact person`s name and information
3. Date
4. Team name and individual member names
5. An appropriate picture, a team logo or both
2. Executive Summary Content : a brief summary of the proposal length; one

third to one half page never more than one page. Emphasis: highlighting of the
proposal technical and management approach.
3. Rationale / Statement of the Problem : the “Why?”
4. Objectives : the “What?”, it translate the quantitative and qualitative into
clear objectives design specifications. It should be SMART
5. Project Description – this can be shown through a Results Framework
(outputs, outcomes and goals) What do you want to achieve?
6. Beneficiaries : the “Who?” specific target of participants
7. Budget : “How Much” Provide the best estimate of how the project funds
will be spent. Be as exact as you can but ass an additional 1—20% for error.

In addition, here are 5 tips in Creating a good proposal
1. PLAN AHEAD
2. WRITE A SUPER EXECUTIVE SUMMARY
3. GET TO THE POINT ( Precise)
4. EXPLAIN HOW WILL YOU ACHIVE THE GOAL

5. SHOW PRE HISTORIC EVENT
Readings
Adapted from Guidelines at the Penn State Learning Factory:

http://www.lf.psu.edu/ 2008
Project Manager.com 2018. Tips to create better proposal

LESSON 2: SCHEDULE OF ACTIVITIES, AREAS OF
CONCERNS IN EDUCATING A COMMUNITY
LESSON 2.1: LITERACY PROJECTS: BASIC LITERACY

PROGRAM

1. Discuss the significance of literacy project.
2. Create a simple literacy project.
Preservice teachers should understand that:
1. Basic Literacy Program (BLP) is an intensive community-
based training for illiterate out- of-school youth and adults, who are willing to
learn basic literacy skills.
2. The three basic literacy skills, (a) ability to read with comprehension, (b) ability
to compute simple problems and (c) creative thinking and problem solving.
Essential Questions
1. What are the three basic literacy skills?
2. How do learners access BLP?
3. What are the method of teaching can be use in BLP?

Essential Learning
Basic Literacy Program (BLP)
is an intensive community-based
training for illiterate out- of-school
youth and adults, who are willing to
learn basic literacy skills.
There are three basic literacy
skills, (a) ability to read with
comprehension, (b) ability to
compute simple problems and (c)
creative thinking and problem
solving.
The target learners of these programs are the ALS learners are the: non-
literates, functional literates, out-of-school youth (OSY) and adults, elementary
and high school dropouts, qualifiers of Philippine Educational Placement Test
(PEPT), people who opt not to go back to formal school system, and just about
anybody who would want to continue learning.
In the way of teaching strategies, the ALS employed the three distinct stages of
the learning process: Facilitator Aided Instruction Stage, Transition to self
Learning Stage and Self-learning Stage.
1. Facilitator-Aided Instruction who handles the Lower Elementary Level, he

provides varied learning materials and delivery system which can be described
as a flexible learning system. Choices are possible over what, when, where and
how they learn even within the constraints of limited resources. Face-to-face
learning session is employed. The processes used are:
 learning group session
 organization of learners
 identification of learning goals

 preparation of ILA ( Individual Learning Agreement )
 variety of presentation/strategies
 and Follow-up Visits/ Home Visits.
2. Transition to self learning / Autonomous Learning, the process used are:

learners used the modules
 alone
 in group
 group discussion and Formulation of Individual Learning Agreement .
3. Self-learning Stage, the method of teaching are:

• face-to-face,
• modular,
• study groups,
• print and audio- based learning,
• tutorial, mentoring, and even home visits.
• self and interactive learning
• mentoring, and even home visits
• In terms of languages of instruction, these can be local languages or
dialects, Filipino, or English, depending on the programits.
After the learners passed the program, the completers can be the enroll to
A&E Program, mainstream to formal school, enter the world of work, enroll to
TESDA training.
Readings
Santos, M.A. (2014). Effective leadership in the organization (small letters)

Retrieved May 2, 2015 from http://keywordsuggest.org/
gallery/1448047.html

LESSON 2.2: RURAL DEVELOPMENT PROJECTS

2.Discuss the problem of Rural Developments Projects.
2. Enumerate the significance of Rural Development Projects.

1. Rural Development Projects can be achieved through exploitation of
land-intensive natural resources such as agriculture and forestry.
2. The success of Rural Development Projects is determined by Education,

entrepreneurship, physical infrastructure, and social infrastructure all play an
important role in developing rural regions.
Essential Questions
1. What is Rural Development Projects?
2. Why RDP is important in rural community?

Essential Learning
RURAL DEVELOPMENT is the process of improving the quality of life and

economic well-being of people living in rural areas, often relatively isolated and
sparsely populated areas.
This will include farm-to-market roads, bridges, tire tracks, communal
irrigation, potable water systems, post-harvest facilities, production facilities, fish
landings, fish sanctuaries, storage facilities, trading posts, green houses, solar
driers, and slope stabilization works.
RURAL AREA where the people are engaged in primary industry in the
sense that they produce things directly for the first time in cooperation with
nature. Rural areas are separately settled places away from the influence of
large cities and towns. Such areas are distinct from more intensively settled
urban and sub-urban areas, and also from unsettled lands or wilderness, such as
forest. Rural areas can have an agricultural character, though many rural areas
are characterized by an economy based on cottage industry, mining, oil and gas
exploration, or tourism.
RURAL COMMUNITY is group of people with a common characteristic or
interest living together, in a village. A rural Community can be classified as rural
based on the criteria of lower population density, less social differentiation, less
social and spatial mobility, slow rate of social change, etc. Agriculture is the major
occupation of rural people.

LIFE OF RURAL PEOPLE
Lifestyles in rural areas are different than those in urban areas, mainly
because limited services are available. Governmental services like law
enforcement, schools, fire departments, and libraries may be distant, limited in
scope, or unavailable. Utilities like water, sewer, street lighting, and garbage
collection may not be present. Public transport is sometimes absent or very
limited; people use their own vehicles, walk or ride an animal.
RURAL DEVELOPMENT
Rural development is a strategy designed to improve the economic and
social life of rural poor. It is a process, which aims at improving the well-being
and self- realization of people living outside the urbanized areas through
collective process. Rural Development is all about bringing change among rural
community from the rational way of living to progressive way of living. It is also
express as a movement for progress.
OBJECTIVES OF RURAL DEVELOPMENT
1. To develop farm, home, public service and village community.
2. To bring improvement in producing of crop sand animals living condition.
3. To improve health and education condition etc.
4. Improvement of the rural people.
5. To improve villagers with their own efforts.5. To improve village
communication.

PROBLEMS IN RURAL DEVELOPMENT
1. PEOPLE RELATED PROBLEMS
1.1 Traditional way of thinking.
1.2. Poor understanding.
1.3. Low level of education to understand developmental efforts and new
technology.
1.4. Deprived psychology and scientific orientation.
1.5. Lack of confidence.
1.6. Poor awareness.
1.7. Low level of education.
1.8. Existence of unfelt needs.
1.9. Personal ego.
2. AGRICULTURE RELATED PROBLEMS
2.1. Lack of expected awareness, knowledge, skill and attitude.
2.2. Unavailability of inputs.
2.3. Poor marketing facility.
2.4. Insufficient extension staff and services.
2.5. Multidimensional tasks to extension personnel.
2.6. Small size of land holding.
2.7. Division of land.
2.8. Unwillingness to work and stay in rural areas.
3. INFASTRUCTRAL RELATED PROBLEMS
3.1. Poor infrastructure facilities like- Water
3.2. Electricity
3.3. Transport
3.4. Educational institutions
3.5. Communication
3.6. Health
3.7. Employment
3.8. Storage facility etc.
4. ECONOMIC PROBLEMS
4.1. Unfavorable economic condition to adopt high cost technology.
4.2. High cost of inputs.3. Under privileged rural industries
5. LEADERSHIP RELATED PROBLEM
5.1. Leadership among the hands of inactive and incompetent people.
5.2. Self-interest of leaders.
5.3. Biased political will.
6. ADMINISTRATIVE PROBLEMS
6.1 Political interference.
6.2. Lack of motivation and interest.
6.3. Unwillingness to work in villages.
6.4. Improper utilization of budget.
6.5. No proper monitoring of programs. and lack in their implementation.

SCOPE & IMPORTANCE OF RURAL DEVELOPMENT
Importance of Rural Development Rural development is a dynamic process,
which is mainly concerned with the rural areas. These include Agricultural
growth, putting up of economic and social infrastructure, fair wages as also
housing and house sites for the landless, village planning, public health,
education and functional literacy, communication etc.
RURAL DEVELOPMENT IS NEEDED BECAUSE:

1. To develop rural area as whole in terms of culture, society, economy,
technology and health.
2. To develop living slandered of rural mass.
3. To develop rural youths, children and women.
4. To develop and empower human resource of rural area in terms of their
psychology, skill, knowledge, attitude and other abilities.
5. To solve the problems faced by the rural mass for their development.
6. To develop infrastructure facility of rural area.
7. To provide minimum facility to rural mass in terms of drinking water, education,
transport, electricity and communication.
8. To develop rural institutions like cooperatives, post, banking and credit.
9. To develop rural industries through the development of handicrafts, small
scaled industries, village industries, rural crafts, cottage industries and other
related economic operations in the rural sector.
10. To develop agriculture, animal husbandry and other agricultural related areas.
11. To restore uncultivated land, provide irrigation facilities and motivate farmers
to adopt improved seed, fertilizers, package of practices of crop cultivation and
soil conservation methods.
12. To develop entertainment and recreational facility for rural mass.
13. To develop leadership quality of rural area.
14. To improve rural marketing facility.
15. To minimize gap between the urban and rural in terms of facilities availed.
16. To improve rural people’s participation in the development of state and nation

as whole.
17. To improve scopes of employment for rural mass.
18. For the sustainable development of rural area.
19. To eliminate rural poverty.
20. To empower them.
Readings
https://en.wikipedia.org/wiki/Rural_development
http://caraga.neda.gov.ph/what-is-the-philippine-rural-development-
program/
https://www.google.com.ph/search?
q=Philippines+rural+development+pictures&source=lnms&tbm=isch&sa=
X&ved=0ahUKEwidr9bSt7fcAhVaTn0KHZBXAWwQ_AUICigB&biw=1493
&bih=651#imgrc=FiEyg3G02oiOnM:
http://www.worldbank.org/en/news/press-release/2014/08/29/philippines-
new-rural-development-project-to-benefit
https://www.slideshare.net/manishkumarsinha2/rural-development-ppt
https://www.google.com.ph/search?
q=life+of+rural+people&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjF0
u3xm7zcAhXVdt4KHcFjCqUQ_AUICigB&biw=1493&bih=658#imgrc=h85
SdGI0Aoa0CM:

LESSON 2.3: TRAINING FOR OCCUPATIONAL SKILLS

3.Discuss the significance of TRAINING FOR OCCUPATIONALSKILLS.
2. Create a simple plan/proposal on TRAINING FOR OCCUPATIONAL SKILLS.

1. Training for Occupational Skills can be achieved through providing
specific vocational skills that lead to proficiency in performing actual tasks
and technical functions required by certain occupational fields.
2. The success of Training for Occupational Skills is determined by
developing skills for entry-level employment and accommodating the
occupational goals, abilities, skills and interests of people in the community.
Essential Questions
1. What is Occupational Training Skills (OST)?
2. What should we consider in planning Occupational
Training Skills?

Essential Learning
Occupational Skills Training (OST) is an effective, economical

program that can help you prepare for successful employment.
Setting realistic goals and learning new skills can go a long way
toward building a bright future, especially for people who are out of
work due to job displacement, injury, disability or other circumstances.
This program provides the opportunity for students to receive hands-

on training in a specific occupational area. This program is designed for
students who need or prefer work-based training to develop their skills. It is an
organized program of study that provides specific vocational skills that lead to
proficiency in performing actual tasks and technical functions required by certain
occupational fields at entry, intermediate, or advanced levels.
Occupational Skills Training provides Clients with the knowledge and

skills necessary to obtain employment in a given occupation. It is provided
for skills that are in-demand in the local labour market and suitable to
address the Client’s employment related needs. It is an effective, economical
program that can help you prepare for successful employment. Setting realistic
goals and learning new skills can go a long way toward building a bright future,
especially for people who are out of work due to job displacement, injury,
disability or other circumstances.
A variety of occupational areas may be appropriate for the OST program.

Here in the Philippines, Technical Education and Skills Development
Authority (TESDA) (Filipino: Pangasiwaan sa Edukasyong Teknikal at
Pagpapaunlad ng Kasanayan) serves as the Philippines’ Technical Vocational
Education and Training (TVET) authority. As a government agency, TESDA is
tasked to both manage and supervise the Philippines’ Technical Education and
Skills Development (TESD). Its goals are to develop the Filipino workforce with
“world-class competence and positive work values” and to provide quality
technical-educational and skills development through its direction, policies, and
programs.
CHARACTERISTICS OF OCCUPATIONAL SKILLS TRAINING:

• is outcome-oriented and focused on an occupational goal specified in the
individual service strategy ;
• is of sufficient duration to impart the skills needed to meet the occupational
goal;

BENEFITS OF OCCUPATIONAL SKILLS TRAINING
 Gain work experience and references
 Training targets skills needed for employment in nearly every industry
 Learn job skills on a work site rather than in a classroom setting
 Flexible and individualized approach to training
 Earn college credits and achieve a Certificate of Completion by
successfully completing program requirements
 Acquire skills for entry level employment – stated outcome
 Add experience to academic training
 Update existing skills
 Access to alternative occupations not available in the college
In planning or proposing Training for Occupational Skills, we can consider

this Vocational Skills Project Proposal.
Vocational Skills Project Proposal

Need for the project
Bulambuli is a deprived rural area of eastern Uganda. Some 80% of its
population (total around 150,000) are subsistence farmers who live beneath the
poverty line. We have identified that there is a need to address School Drop-
Outs, and Unemployed Youths living within the villages of Bulambuli District, with
a
Vocational Training Scheme.

The programme plans to enhance the employability of 100 recent school
drop-outs (aged 16-22) and unemployed youths (22-30) – both male and female,
within the first one year period.
Why funds are needed
• There are high rates of unemployment within Bulambuli among people aged 24-
35.
• Average Learning Achievement of the students is not satisfied. There is
rampant school dropout among school going children and many students fail to
obtain the necessary results to continue with further study – therefore these
students should not be left to ‘fail’.
• AVS is aware that there are several formally accredited Vocational Training
Institutions however those who AVS support may be unable to attend due to

financial constraints, lacking papers and issues of transportation and
accommodation.
• Careers support and advice is severely lacking in schools, students are often
not aware of vocational learning opportunities and believe that if they have failed
to succeed in the education system they have fewer options for employment.
• School drop-outs and youths lose hope and end up loitering, becoming
irresponsible in the community and often find themselves engaging themselves in
misconduct of all kinds like alcohol & drug addictions, gambling, prostitution,
robbery among others – therefore enabling them to acquire a skill to support
themselves we hope will prevent this.
Objectives of the Project
1. To provide vocational training to unemployed youths and recent school-

dropouts to enhance employability and provide a skilled foundation to build a
career – therefore reducing levels of unemployment in those aged 21-30.
2. To empower young people to believe in their dreams and to enable the

acquisition of income (through formal and informal job prospects) so that they
can support their household and families. 3. Foster a change in community
attitudes whereby everybody is given the opportunity to succeed.
How funds will be used

Pilot Programme Initially the programme will be piloted from March 2018 with
8-12 attendees from 7 villages enrolled on a Tailoring programme - delivered by
a local tailor Mon-Fri for two months. During this period, a teaching
programme/course will be developed, feedback sought from attendees, and a
comprehensive budget developed to support the development of the programme
to enable effective roll-out.
Proposed Programme for Roll-out May 2018 An initial one year period is
thought to be realistic and it is assumed that following the Pilot Programme, the
full programme and supplementary budget will be in place to continue with each
project from May 2018 onwards for 1 year.
Proposed Vocational Training Courses
The following courses have been proposed and would be targeted at recent
school drop-outs and youths – except for Computer Literacy which could also be
attended by professionals (public servants);
• Tailoring
• Hair Dressing and Beauty
• Catering
• Computer Literacy
• Carpentry and Joinery
• Brick laying and Construction
• Plumbing

• Electrical Wiring and Fittings
Management of the Programme

• Identify the formally accredited Vocational Training Institutions that AVS can
work with and agree the programme.
• Build course structure; Duration, Tuition, Associated Costs – Both to
Beneficiary and to AVS, Course Syllabus’, Criteria for Completion and Attaining
Certificate
• Identify 100 young people distributed fairly between school drop-outs and
unemployed youths.
• Plan the budget.
• Help the students to purchase recommended materials and equipment for the
course.
• In-house training at the AVS Community Centre by the hired tutors.
• Monitor and photograph the students, capturing the new skills and evaluate the
success of the project ready to develop and extend for the future.
Expected Outcomes of the Programme

• Within the 1st year (May-May), 100 young people distributed fairly between
school drop-outs and unemployed youths will participate in an AVS Vocational
Training Programme – with the initial goal of 50% of beneficiaries to be engaged
within income-generating activities formally or informally following receipt of
training.
• Beneficiaries will become self-reliant and strongly resilient in addressing their
challenges through newly acquired skills and learning.
• Beneficiaries will be able to use the acquired skills to enhance their careers and
employment prospects.
• Beneficiaries will be able to use course completion certifications provided by
AVS to add value to their curriculum vitae and enable wider career opportunities.
Budget required for the pilot project:

Budget required for one year programme:
Total budget required to fulfil this project:
Readings
https://www.africanvillagesupport.org/images/files/Articles/AVS_Vocational_Skills_Proj
ect.pdf
https://www.chemeketa.edu/programs-classes/training-certificates/occupational-training/
https://en.wikipedia.org/wiki/Technical_Education_and_Skills_Development_Authority
https://www.google.com/search?
q=occupational+skills+training+definition&sa=X&ved=0ahUKEwi15eL9rbfcAhWXSH

0KHZC-Bt0Q1QIInwEoAA&biw=1236&bih=602&dpr=1.1
http://handbook.ccwdwebforms.net/handbook/other-educational-programs-models-
strategies/occupational-skills-training
http://www.ilo.org/manila/areasofwork/skills-and-employability/lang--en/index.htm
https://youth.workforcegps.org/resources/2017/03/20/09/15/Occupational-Skills-Training
LESSON 2.4: Information Education and Communication

4. Discuss the importance of Information Education and Communication.
2. Enumerate the major components of IEC.

1. Information Education and communication is an approach which attempts
to change or reinforce a set of behaviour in a target audience regarding a
specific problem in a predefined period of time.
2. IEC success when it is planned with a comprehensive strategy.
Essential Questions
1. What is the purpose of IEC?
2. What are the needed resources of IEC?

Essential Learning
Information Education and Communication is an
approach which attempts to change or reinforce a set of behaviour in a target
audience regarding a specific problem in a predefined period of time. It combines
strategies,approaches and method that enable
individuals,families,groups,organizations and communities to play active role in
achieving,protecting and sustaining their own health,embodied in IEC is the
process of learning that empowers people to make decisions,modify behaviours
and change social conditions.
The objectives of IEC are:
1. Increase reach of services.
2. Improve the quality of services
3. Make supervision more oriented
towards problem solving.
4. Link supervision with training at
various level.
5. Concentrate on local field problems both for development of training
material and their users.
6. Combine interpersonal communication strategy with mass media
approach.
7. Improve performance level through continuous with village community
volunteers.
IEC is important because it create awareness,increase knowledge and
change attitudes. It is not expensive and it ensures feedback mechanism.
The major components of IEC are visit schedule,training,supervision and
monitoring and evaluation. The resources needed for IEC are print media,mass
media,television,radio and internet.

Here ends the lesson on project proposal and schedule of activities,
areas of concerns in educating a community, if everything is understand, you
may now answer the activities given on the next pages. If not, kindly review.
Readings
https://www.slideshare.net/salahabdessemed1/informationducationcommunic
ation?qid=5deb627b-890d-440d-8bc1-f1319019a59f&v=&b=&from_search=5
Assessment Tasks
A. Written Test
Directions: Multiple choice, encircle the letter of the correct answer
1. How long should the Executive Summary must be written,

a. Two pages
b. Half page
c. One fourth page
2. For the budget, exact budgeting is applied but there is a certain

percentage of error that can be considered.
a. 5-10%%
b. 10-20%
c. 20-30%
3. SMART Objective means

a. Specific, Measurable, Acceptable, Results-Driven, Time Bounded
b. Specific, Measurable, Achievable, Results-Focused , Time Bounded
c. Specific, Measurable, Attainable, Results -Oriented, Time Framed
4. Which of the following is NOT the teaching method of self-learning stage?

a. on-line tutoring
b. face to face
c. group study
5. Which of the following are example of rural development projects?

a. communal irrigation
b. farm-to-market roads
c. solar driers
d. welding
6. Why rural development is important in rural community?
a. It helps to solve the problem faced by the rural mass for their
development
b. To develop infrastructure facility of rural area.
c. All of the above
7. Which of the following is not explains about Occupational Skills Training?
a. An intensive community-based training for illiterate out- of-school
youth and adults, who are willing to learn basic literacy skills.
b. This is designed for students who need or prefer work-based training to
develop their skills.
c. This program provides the opportunity for students to receive
hands-on training in a specific occupational area.
8. What particular agency in the Philippines which goals are to develop the
Filipino workforce with “world-class competence and positive work values”
and to provide quality technical-educational and skills development
through its direction, policies, and programs.
a. Department of Education ( DepEd )
b. Department of Labor and Employment ( DOLE )
c. Technical Education and Skills Development Authority ( TESDA )
9. Which of the following are major component of IEC,except one?

A. Visit schedule
B. Training
C. Planning
10. The following are the importance of IEC,except one.
A. It creates awareness,increase knowledge and change attitudes.
B. It is not expensive
C. It can be changed at once and focus on relevancy.
B. Performance-Task
Directions:
As an assignment, create a simple project proposal per group based from
the areas of concern in educating in community such as;
1. Project Literacy

2. Rural Development Project
3. Training for Occupational Skills
Answer Key of Written Test

1. b
2. b
3. b
4. a
5. b
6. c
7. a
8. c
9. c
10. c



Module 2
Topic: NON – FORMAL EDUCATION
MARICEL L. LIGUTAN
ABEGAIL S. RAQUEL
CHARMAINE A. FRANCIA
JESSICA B. NAYO
CECILIA S ROMANA
Facilitator

Lesson 1: Legal Basis of Non- Formal Education
Lesson 2: Objectives and Policies of Non- Formal Education
LESSON 1: LEGAL BASIS OF NON – FORMAL

1. Familiarize to the Legal Bases of Non-Formal Education
A non-formal education class setup
At the turn of the century, major changes in the field of Non-Formal

Education in the Philippines occurred such as the change in the concept, the

approach, the focus, and the outcomes. Consequently, various programs evolved
as did problems and issues related to these reforms in Non-Formal Education.
The principal area of reform was the shift in the concept from Non-Formal
Education to the Alternative Learning System (ALS) which is generally
recognized now as “the other side of basic education” (where the one side is the
formal education).
Essential Questions
1. What is the Non – formal Education?
2. How is done?
Essential Learning
Legal Bases of Non-Formal Education
As always, it is best to trace the source of an educational
system such as the ALS to the basic and fundamental law of the
land. The Philippine Constitution provides for a free and compulsory
elementary education and free secondary education through the Department
of Education (DEPED). This means that all Filipinos have a constitutional
right to basic education and the DEPED is mandated to provide this service
to all Filipinos.
In the 80’s, the global community launched a campaign called Education
for All (EFA) that aimed to eradicate illiteracy and promote functional literacy
for all peoples of the world. Our nation was a signatory to this and as such,
committed to providing education for all Filipinos.
Against this backdrop, the Philippine government put in places the
following legal measures and commitment that serves as basis for the
introduction of ALS in the Philippine educational system:
Republic Act 9155: The Governance Act of Basic Education
On June 6, 2001, the Philippine Congress passed a law that defined the

governance of basic education. Among many of its provisions, this law
recognized the ALS as a complement of formal education and a major
component of basic education with a clearly defined role within the overall
educational goals.
Executive Order No. 356: Renaming the Bureau of Non-formal Education
(BNFE) to the Bureau of Alternative Learning System (BALS)
On September 13, 2004, the Office of the President of the Republic of the
Philippines renamed the DEPED’s Bureau of Non-formal Education to the
Bureau of Alternative Learning System (BALS) through this Executive Order
signed by Her Excellency President Gloria Macapagal-Arroyo. Not only does this
Order reiterate the Bureau’s mandate to address the learning needs of
marginalized learners but it also directs BALS to provide a systematic and
flexible approach to reach all types of learners outside the school system.
In addition, the Executive Order spelled out the functions of the BALS.
They include the following:
• To address the learning needs of all marginalized groups including the
deprived, depressed and underserved citizens
• To coordinate with various agencies for skills development of the
learners
• To expand access to educational opportunities for citizens of different
interests, capabilities, demographic characteristics, and socio-economic
origins and status
• To promote certification and accreditation for basic education of
alternative learning programs both formal and informal in nature.
In summary, by virtue of this Executive Order, the BALS has been

given the stewardship to guide the development of the country’s ALS.
Education for All (EFA) Plan for 2015

In 2004, the Philippine government once again committed to participate
in the global campaign for Education for All by the year 2015. In this Plan,

one of the major goals is “transforming all non-formal and informal education
interventions into an ALS to yield more EFA benefits”. This means that the
goal is to have in place a credible ALS (consisting of NFE and Informal
Education) that shall cause to increase functional literacy among the
marginalized groups of learners.
And to this end, certain tasks will need to be undertaken, namely:
1. Develop and strengthen the DepEd’s BALS and mandate it to serve
as the government agency to guide the development of the country’s
ALS. 2. Make available public funds for ALS programs of GOs and
NGOs subject to the guidelines of BALS. 3. Build and develop a
constituency for ALS development. 4. Conduct research and
studies to test cost-effective options for delivering quality ALS. 5.
Undertake an inventory of available resources in localities for literacy
interventions outside schools. 6. Ensure a vigorous and credible system
for reliably assessing, measuring, validating and communicating
competencies acquired through NFE and informal education.
In summary, the EFA Plan for 2015 prescribes urgent tasks that will
guide the Department of Education in fulfilling the spirit of RA 9155 and
EO 356 and ultimately the vision of the Philippine Constitution. It
embodies the various programs, projects and activities necessary to
achieve the goal of quality ALS for all marginalized Filipino learners.
Readings
http://infed.org/mobi/what-is-non-formal-education
http://unesdoc.unesco.org/images/0015/001555/155532e.pdf

LESSON 2: OBJECTIVES AND POLICIES OF NON- FORMAL
EDUCATION

5. Discuss objectives and policies of non- formal education
Essential Questions
1. What are the objectives of non- formal education?
2. What are the policies of non- formal education?
Essential Learning
1. To enable maximum out of school youth children from 9 to 14

years and attend the non-formal stream.
2. Learning of basic skill i.e. reading, writing and general mathematics
3. To enable them about the handle different tools and techniques
4. To make them socially and morally active towards and national values and
ideas

Here ends the lessons on Legal Bases of Non-Formal Education andObjectives
and Policies of Non-Formal Education if everything is understood, you may
now answer the tests or activities given on the next pages. If not kindly review
the lesson.
Readings
http://www.moeys.gov.kh/en/nfe/non-formal-education-department.html#.W3bR1-gzbIU
LESSON 2.1: Characteristics and Basic Differences between Formal and

Non-Formal Education
LESSON 2.1.1 Structure and Management of Non-Formal Education

1.Discuss the structure and management of non- formal education.
2. Enumerate the structure of non- formal education.

Structure and Management of Non-Formal Education
Government Program Non-Government Program
Formal Education Non-Formal Education
School Study Guide
Awareness-
Postgraduate Building
Programs
Essential Questions
1. What are the structures of non- formal education?
Essential Learning
Non-Formal Education Management Information System (NFE-MIS)

 Responds to the demand for a practical approach to NFE
monitoring and evaluation which is adaptable to local contexts
and information needs and can generate meaningful and reliable
information and statistics for use by policy-makers and planners
at both national and sub-national levels.

Non-Formal Education Management Information System (NFE-
MIS)
 Comprehensive system which brings together people, processes
and technology to map, coordinate, and improve the delivery and
management of NFE at sub-national level, by collecting,
processing, and disseminating information on NFE providers,
NFE programs and courses, educators and learners. Well as the
findings of statistical analysis and the corresponding policy
recommendations.
Here ends the lesson on Structure and Management of Non-Formal

Education if everything is understood, you may now answer the tests or
Readings
activities given on the next pages. If not kindly review the lesson.
LESSON 2.1.2 : CLIENTELE POPULATION

1. Identify the clientele population of non- formal education.
The most crucial information that is required for planning and monitoring of NFE

programmes is the clientele population. Most of the monitoring indicators can be
worked out, if the clientele population for which NFE programmes are initiated is
known.
Essential Questions
1. Who are the clientele population of non- formal
education?
Essential Learning
Education – A&ESystem includes:

 OSY and Out-of-School Adults (OSA)- Youth who do not
attend school or who drop out prematurely. Not attending any school (as defined
under State law), not younger than age 16 or older than age 24; and one or
more of the following: A youth who is within the age of compulsory school
attendance, but has not attended school for at least the most recent complete
school year calendar quarter.
 Functional illiterates, functional education and literacy - a

person whose level of ability to read and write is below that needed to do the
ordinary tasks required to function normally in society.
 Program (FELP) completers, unemployed OSY

and
 Adults, elementary and secondary education drop –outs;

 And industry-based workers
 And industry-based workers.
Number of Target Learners

These are the children 6-11 years old who should be in Elementary
Schools (Grades 1 to 6)
Population 12,280,388
In-school 10,438,329
Out-of-School 1,842,058
These are the children 12-15 years old who should be in Secondary
Schools (1st to 4th year High School)
Population 7,296,824
In-school 3,356,539
Out-of-School 3,940,285
These are the youth and adults in the labor force 16 years old and
above heads of Households who have not completed basic education or are
dropouts from school.
Population 10.5 M
Summary of Target Learners for ALS
6-11 years old 1,842,058
12-15 years old 3,940,285
16 yrs. old and above 10,500,000
TOTAL Target learners 16,282,343 - This represents 20% of the 82M total
Philippine Population (2004)
Readings
https://www.scribd.com/document/123118541/Non-Formal-Education

LESSON 2.1.3 : Implementing Agencies

1.Identify the agencies that implement non – formal education..
The Non-Formal Education - Accreditation and Equivalency (NFE A&E)

System was implemented by The Philippine NGO Council
on Population, Health and Welfare, Inc. (PNGOC) as part of
a national effort to prepare Filipinos to fight poverty and
ignorance by offering certification to out-of-school youth
(OSY) and adults (OSA) living in depressed communities.
This certification is intended to help build new knowledge, skills, attitudes,
and values to the end of increasing participants' standard of living and quality
of life.
Essential Questions
1. What are the implementing agencies of non- formal education?
Essential Learning
.

 NGOs with national and regional affiliate members- A non-
governmental organization (NGO) is any non-profit, voluntary
citizens' group which is organized on a local, national or
international level. Task-oriented and driven by people with a
common interest, NGOs perform a variety of service and
humanitarian functions, bring citizen concerns to Governments,
advocate and monitor policies and encourage political
particpation through provision of information.
 Association for Non-Traditional Education in the Philippines

(ANTEP)- emerged from the Catholic Education Association and
Asociation of Christian Schools and Colleges
 Notre Dame Foundation for Charitable Activities, Inc. – Women

in Enterprise Development - is a "five-pronged comprehensive
project" providing non-formal education, entrepreneurship and
skills training
 Philippine NGO Council on Population, Health, and Welfare, Inc.

(PNGOC) - is a registered nonprofit organization with the
objective of becoming the voice of population and development
advocates within the NGO.
 Philippine Partnership for the Development of Human Resources

in Rural Areas (PHILDHRRA)
Total of 177 service providers are involved in this scheme and the numbers
of learners cared by the Government are 975,662, while 340, 838 learners are
financially cared by the outside assistance
Here ends the lessons on Clientele Population and Implementing Agencies if

everything is understood, you may now answer the tests or activities given on the
next pages. If not kindly review the lesson.
Readings
http://www.comminit.com/content/non-formal-education-
project-philippines
LESSON2.1.4: Programs and Projects funding Requirements

Sources

1.Identify the programs requirements.
Project funding requirements is defined as the cost that is identified in the cost
baseline. It also includes the management reserves.
Essential Questions

1. What are sources of programs?
2. How do we implement a program?
Essential Learning
Programs
 The Army Literacy Patrol System (ALPS):
In collaboration with DECS, soldiers serve as literacy

facilitators to people in areas threatened by insurgency and those out
of reach of the formal school system.
 Community Learning and Resource Center
(CLARC): It is operated with funding assistance from

UNESCO PROAP and gives access to basic education in remote and
hard to reach areas. It nerves center where community members converge.
 Capability Building Programme
Training is provided to: Non-formal Education

Facilitators for Cultural Communities (TNFECC), instructional
managers, service providers, DECS officials, and so forth. BNFE has a
library, learning resource center and clearinghouse that have access
to vital information, learning materials, technical and communication
infrastructure, technical assistance, and capability building initiatives.
 The Army Literacy Patrol System (ALPS):
In collaboration with DECS, soldiers serve as literacy

facilitators to people in areas threatened by insurgency and those our
of reach of the formal school system.
How are the NFE programs governed and financed?

 Official body supervising NFE programmes

The Bureau of Alternative Learning System (BALS),
an office within the Department of Education (DEPED) is mandated to serve as
the main government agency to guide the evolution of the country’s alternative
learning system. Among its key function are:
 To promote, improve, monitor and evaluate (but not necessarily
deliver) alternative learning interventions for functional literacy of
out-of-school youth, and adults, for ethnic minorities and other
groups with special educational needs that cannot be met by
schools, and for desired competencies that are part of lifelong
learning. o to contract with or make grants to providers of non-
formal education o define and set standards for adult literacy
programs o accredit and recognize providers meeting standards
o monitor and evaluate adult literacy outcomes among individuals
and populations
 Other official bodies involved in governance of NFE
Local government units (LGUs), non-government organizations (NGOs)

and private groups constitute the support network for ALS at grassroots
level.
Main sources of NFE financing

Government through Department of Education provides funds for
implementation of ALS programs. Government through LGUs also provide funds
such as the countryside development funds and special education funds o
Donors
National Budget Allocation and the percentage (%) share of ALS in the
National budget of the Department of Education
CY 2004-2006
Total annual budget of the Department of Education - P 112 B
Total ALS budget of the Department of Education - 76 M
Percentage (%) share of ALS in the budget of the Department of Education - .

068%
CY 2007
Total annual budget of the Department of Education - P 134.7 B
Total ALS budget of the Department of Education - 230.0 M
Percentage (%) share of ALS in the budget of the Department of Education - .
17% Summary:
From CY 2006 to CY 2007, there was a 16.9% increase in the ALS
budget of the Department of Education
Here ends the lesson on Programs and Projects funding Requirements

Sourcesif everything is understood, you may now answer the tests or activities
given on the next pages. If not kindly review the lesson.
Readings
https://project-management-
knowledge.com/definitions/p/project-funding-requirements/
LESSON2.1.5: Duration of the Program

1. Determine the duration of the program.
Essential Questions
1. How long does the program last?
Essential Learning
Programs
The general pattern of formal education follows
four stages:
Pre-primary level (nursery and kindergarten) offered in most private
school; six years of primary or elementary education, followed by four years
of secondary or high education. College education usually takes four,
sometimes five and in some cases as in medical and law schools, as long as
eight years. Graduate schooling is an additional two or more years. In the
absence of a clear governing and administering structure for adult learning
and education, policies and implementation strategies are disaggregated into
the tri-focalized education system.
Readings

LESSON2.1.6:
LESSON2.1.5: Duration of the Program

1. Determine the duration of the program.
.
Essential Questions
1. How long does the program last?

Essential Learning
The general pattern of formal education follows four stages:

Pre-primary level (nursery and kindergarten) offered in most private
school; six years of primary or elementary education, followed by four years
of secondary or high education. College education usually takes four,
sometimes five and in some cases as in medical and law schools, as long as
eight years. Graduate schooling is an additional two or more years. In the
absence of a clear governing and administering structure for adult learning
and education, policies and implementation strategies are disaggregated into
the tri-focalized education system.
Readings
Guererro, Carolina (2007). Philippines Non-formal Education.(Publishing

Company and place of publication)??
Cabag, Ramon C. (1999). Non-Formal Education. Katha Publishing Co., Inc.
Quezon Ave.; Quezon City. Philippines.
LESSON2.1.5: Certification and Accreditation

1. Identify the agency that gives accreditation to the program?
Essential Questions
1. What is the system that provide the accreditation of the
program ?
Essential Learning
The Non-formal Education Accreditation and Equivalency (NFE A &

E) System
a) Provide a system for assessing levels of literacy and nonformal
education learning achievement based on the National Literacy Standards and
NFE Accreditation and Equivalency Curriculum Framework; and
b) Offer an alternative means by which out-of school youth and
adults may earn an educational qualification comparable to that of the
formal elementary and secondary school system.
The NFE A&E Framework is characterized by the followings:
a) Entry Level Assessment:

 This involves placement and counselling of individual
learners interested in seeking alternative pathways to attain a
qualification comparable to elementary certificate and/or
secondary certificate;
b) Learning Interventions:
 This includes the NFE A&E Curriculum Frame-work
(incorporating National Literacy Standards)Learning
Materials, and Delivery System before seeking certification
through equivalency testing;
c) Learning Assessment and Evaluation:

 This is used to assess learning progress, conduct
equivalency testing and issue elementary and secondary
level certification; and
d) Accreditation of Learning Programs:

 This includes the accreditation of service providers involved
in the delivery of A&E related learning support training
programs based on compliance with minimum prescribed
national standards and evaluation of the effectiveness of their
A&E-related training programs.
NFE Equivalency Testing, Certification and Accreditation

a) Certification of Outcomes of Learning of Individuals:
b) Accreditation of learningprograms:
Here ends the lessons on Duration of the Program and Certification and
Accreditation Requirements if everything is understood, you may now answer
the tests or activities given on the next pages. If not kindly review the lesson.

Readings
Certification and Accreditation Requirements
Assessment Tasks
A. Written Test
._____1. Which among the statements below is the reason for creating the Army
Literacy Patrol System as one of the program for non-formal education?
A. So as the soldiers can serve as defense to those areas threatened by
insurgency.
B. In order for the soldiers to train those OSYs to become soldiers.
C. For the soldiers to serve as facilitators to people in areas threatened
by insurgency and those out of reach of the formal
school system
D. Both A and C
_____ 2. This is an agency of the government under the Department of
Education which is mandated to run the alternative learning
system in the Philippines.
A. Bureau of Alternative Learning System
B. Bureau of Multi-grade System
C. Bureau of Non-Formal Sytem
D. None of the above
_____ 3. Which agency is responsible for funding the NFE?

A. Department of Budget and Management
B. Department of Finance
C. Department of Education
D. Department of Social Works and Development
_____ 4. This agency gives access to basic education in remote and hard to
reach areas.
A. The Army Literacy Patrol
B. Bureau of Alternative Learning System
C. Community Learning and Resource Center
D. Association of Non-Traditional Education in the Philippines
_____ 5. This is an agency below were the one who serve as support
network for ALS at grassroots.
A. Local Government Unit
B. Non-Government Organization
C. Private Groups
D. All of the above
______6. . Which agency whose main purpose is to provide non-formal
education, entrepreneurship and skills training for
women?
A. Philippine Partnership for the Development of Human Resources in
Rural Areas
B. Philippine NGO Council on Population, Health, and Welfare, Inc.
C. Notre Dame Foundation for Charitable Activities, Inc.
D. Association for Non-Traditional Education in the Philippines
______ 7. From what year does Notre Dame Foundation for Charitable Activities,
Inc.established?
A. 1997 C. 1977
B. 1987 D. 1967
_____ 8. This agency is a network of sixty-five non-government organizations
involved in various development activities in rural
communities in the Philippines.
A. Philippine Partnership for the Development of Human Resources
B. Philippine NGO Council on Population, Health, and Welfare, Inc.
C. Notre Dame Foundation for Charitable Activities, Inc.
D. Association for Non-Traditional Education in the Philippines
_____ 9. What do you mean by PHILDHRRA?
A. Philippine Partnership for the Development of Human Resources in
Rural Areas
B. Philippine Disaster and Humanitarian Resources Rehabilitation Agency
C. Philippine Disaster and Humanitarian Resources for Rural Area
D. None of the above
_____ 10. Which number of learners are financially cared by the outside
assistance coming from NGO’s implementing agencies?
A. 340,838 C. 850,838
B. 340,388 D. 850, 346

11. D
12. A
13. C
14. C
15. A
16. A
17. B
18. B
19. A
20. A



Module 3
Topic: Project Identification,
Formulation and Appraisal
GEMMA PERJES
SHERWIN ENDRIGA
CATHERINE ALDEA
GLADYS DIVINA
JESSA MALALUAN
Facilitator
Lesson 4: Project Identification

Lesson 5: Project Formulation and Appraisal
LESSON 4: PROJECT IDENTIFICATION

2. Discuss the process involves in project identification.
3. Design and identify a workable project.
The purpose of project identification is to develop a preliminary

proposal for the most appropriate set of interventions and course of action, within
specific time and budget frames, to address a specific development goal in a
particular region or setting. Investment ideas can arise from many sources and
contexts. They can originate from a country’s sector plan, programme or
strategy, as follow-up of an existing project or from priorities identified in a multi-
stakeholder sector or local development dialogue. Identification involves:
 a review of alternative approaches or options for addressing a set of

development problems and opportunities;
 the definition of project objectives and scope of work at the degree of
detail necessary to justify commitment of the resources for detailed
formulation and respective preparatory studies; and
 the identification of the major issues that must be tackled and the
questions to be addressed before a project based on the concept can be
implemented.
Essential Questions
1. What is the purpose of project identification?
2. How is project identification done?

Essential Learning
Project Identification
What is the problem that you want to solve?
A good project comes from a good problem definition. It is important to first

identify the problem you want to address, whether it be in your country,
community or school. In general, try to describe what you want to change and
why you want to change it. A way to test the clarity of your problem statement is
to see if you can summarize it in one sentence.
What evidence and/or data do you have that supports the identified
problem?
You not only need a good problem definition, but it is also equally important to
have solid evidence and/or data to prove that the problem actually exists. This
implies doing some research on the problem you have identified. Sources of data
and evidence can include statistics, survey results, and information from previous
reports elaborated by International Organizations, Non-Governmental
Organizations (NGOs) and/or government institutions. Data and evidence-based
research add validity to your project. This information is crucial as it will help
others understand why the problem identified is a worthy issue to tackle.
What other initiatives have been implemented that target the same
problem?
It is likely that other youth-led organizations might have already done similar
projects to address the problem you’ve identified. Before settling on your project,
investigate what other initiatives have been implemented on the same topic. This
will be helpful because you can learn from previous results, and the lessons and

challenges from other Projects. You might also get new ideas that can improve
your project design.
What are the objectives and/or expected results of your project?
What is the project going to be about? If you had previously identified the
problem, it is now time to reflect on what you want to achieve and how. Keep in
mind that you don’t have to solve every dimension of the problem you identified.
Be realistic. It is better to have only a few targets (2–4) which can actually be
attained.
Who will your project help?
It is important to know who your project supports and what value it will bring to
them. Are you benefiting a specific group of people, a community, a particular
geographic area? Most importantly, how is your project truly addressing their
needs? Don’t assume that you know everything about the beneficiaries, talk to
them, ask questions, this will help you better define your project objectives, and
improve the design of your project. Plus, this is also a way to ensure community
engagement, interest and participation.
What is the timeframe of your project?
It is important to determine how much time it will take to reach the established
objectives. A project has a clearly defined timeframe, and we must do our best to
stick to it. In order to establish this timeframe – that could range from three
months to a couple of years – try to consider how many people will be in your
team, how fast you can get the funding to kickstart the project, and how long it
will take to coordinate with the different stakeholders involved in the project.

Readings
http://www.fao.org/investment-learning-platform/themes-and-tasks/project-
identification/en/
https://en.unesco.org/youth/toptips/planner/identification
LESSON 5: PROJECT FORMULATION AND APPRAISAL
LESSON 5.1: SOME POINTERS ON PROJECT DEVELOPMENT

6. Discuss some pointers on project development
2. Create a project development plan based on the pointers given.
Project development is the process and the facility of planning,
organizing, coordinating, and controlling the resources to
accomplish specific goals. The process takes a transportation
improvement from concept through construction. It has six phases; initiation,
definition, design, development, implementation and follow-up phases.
Essential Questions
1. What are some pointers in project development?
2. Why are these pointers important in project development?

Essential Learning
Some Pointers in Project Development
Planning Studies:
The first step of project development is the comprehensive evaluation. We want
to review existing and expected future transportation issues.
Environmental Study:
We put the Planning Study through the permitting process in an environmental
study.
Funding Process:
Once a project has been completed the preliminary design, the project promoters
need to identify funding for the project. Project promoters include the Town,
MassDOT, the MBTA, or the RTA.
Final Design:
With funding in place, the next phase of project development is the final design.
During this phase, we determine the final layout of the project and the design
details.
Implementation:
In the final phase, we advertise for bidding and award a contract. We then make
improvements under the supervision of the responsible MassDOT division.
Other Pointers in Project Development

 Try setting up your project through your school. This may make it
easier for you to recruit fellow students to volunteer for your event, and it
can also give you a convenient place to meet to work on the project.

 Reach out to a wide range of helpers to work on your project. You
can do this by advertising in local newspapers, newsletters, through your
city government, or on local websites. When your volunteers have a wide
range of skills, it can make certain tasks - like contacting the media or
making a budget - easier because there is a good chance that someone
will have done it before.
 Partner with a local charity or non-profit if you have a mutual cause.
The charity may already have registered volunteers so you will have to
recruit fewer people, and it may be able to either donate money to your
project or have ideas that will make your fundraising easier.
Readings
https://blog.prepscholar.com/community-service-projects
https://www.mass.gov/service-details/project-development-process
LESSON 5.2: PROJECT APPRAISAL

2.Discuss the significance of a project appraisal.
2. Enumerate the process of project appraisal.


1. Project Appraisal- is the analysis of costs and benefits of a proposed
project with a goal of assuring a rational allocation of limited financial
resources amongst alternate
2. Project Appraisal means a pre-investment analysis of a project analysis of
a project to determine whether the project should be implemented or not
Essential Questions
1. What is project appraisal necessary?
2. What are the process in project appraisal?
3. What are the aspects of project appraisal
4. What are the limitations of project appraisal
Essential Learning
Why is Project Appraisal Necessary?

 Project Appraisal is necessitated because the resources or means
are limited as compared to the needs of the society.
 As a result, any investment undertaken implies depriving other
projects resources.

 It is very important to appraise each project before investment
decision so that scare resources are utilized in the best possible
ways.
 Before allocation of resources for a particular project, the decision
making authority must convince itself that the proposed project is
the best and most economical way of achieving that desired
objective (in terms of socio-economic benefits).
 For ensuring economic use of resources, we to appraise each
project very minutely from different angles.
PROCESS IN PROJECT APPRAISAL

1. Initial Assessments
2. Define problem and long-list
3. Consult and short-list
4. Evaluate alternatives
5. Compare and select Project appraisal
ASPECTS OF PROJECT APPRAISAL

Market Technical Economic EcologicalAppraisal Finacial
Appraisal(Issues) Appraisal Appraisal Appraisal
 Past and  Preliminary  Socila  Impact of  Whethe
current demands test and studies cost project on r the
trends  Availability  Impact qualityof project
 Past and of raw on fulfilment Air is
current supply materilas,power Water financia
of national
demands and other inputs Noise lly
goals Vegetation
 Production  Optimal viable?
possibilities and scale of operation Human Life  Meeting
 Majorprojects return
constraints  Choice of
such as these expecta
 Imports and suitable
cause tions
exports production
environmental  Investm
 Nature of process
damage
competition  Choice of ent and
 Likely damage phasing
 Cost appropriate
and the cost of
machines and of te
structure restoration
equipment total
 Elasticity of cost
demand  Effluents
 Means

 Consumer and waste
behavior disposal of
 Distribution financin
channels g
 Break
even
point
 Cash
flows in
the
project
Limitation of Project Appraisal

 Quality of project analysis depends on the quality of data and forecast
made about costs and benefits. Over estimation of benefits and
underestimation of cost is quite common to get the project approved
 It is useful device where benefits can be quantified.
Readings
(Arrange alphabetically. Follow this format for online resources:)

https://www.google.com/search?q=project+appraisal&tbm=isch&tbs=rimg
https://www.slideshare.net/RajeshAdatravu/project-appraisal-68998118/16
LESSON 5.3: PRINCIPLES IN PROJECT APPRAISAL

1. Identify the governing principles in project appraisal
2. Explain the different principles of project appraisal

Project appraisal is the process of assessing, in a structured way, the case

for proceeding with a project or proposal, or the project's viability. It often
involves comparing various options, using economic appraisal or some other
decision analysis technique.
Essential Questions
1. What are the different principles in project appraisal?
2. Why do we need to consider these principles?
Essential Learning
Economists often speak of something called the ‘project cycle’ by which is

meant the various stages of information gathering and decision making which
take place between a project’s inception and completion. One may list these in
roughly the following manner:
1. Identification
2. pre-feasibility
3. feasibility (technical, financial, economic);
4. pre-investment;

5. investment.
Such a characterisation, based on categories typically used by administrators

and consultants, suggests neat dividing lines between stages in project
evaluation. In reality, these divisions are somewhat artificial, but do serve to
emphasise the need to think of project planning as a process of decision making
taking place over time. Broadly speaking, what is important about this process is
that it should begin with the identification of a number of alternatives, using
existing information and gathering new data in such a way as to limit alternatives
under consideration to those few which are most promising. In short, the project
evaluation process is essentially one of elimination. While the planner naturally
hopes that the best alternative will emerge, hence contributing to maximising
welfare, he will be pleased if the process produces something less than that: i.e.
minimises the incidence of ‘white elephants’.
Traditionally, the economic analysis of a project has been undertaken last in a

series of studies covering the technical, institutionalorganizational- managerial,
social, commercial-marketing and financial aspects. For the tsetse and
trypanosomiasis problem, this approach has recently been formalized with the
development of SITE analysis (Doran and Van den Bossche, 2000); SITE is a
process for screening strategy options by the four criteria on which the acronym
is based:
 Socio-economic
 Institutional
 Technical
 Environmental.
Readings

http://www.fao.org/docrep/006/Y4972E/y4972e06.htm
https://en.wikipedia.org/wiki/Project_appraisal
LESSON 5.4: Project Authorization

2.Define project authorization.
3. Authorize a project.

1. Leadership effectiveness can be achieved through…
2. The success of a school leader is determined by…
Essential Questions
1. Why do we need to authorize a project?
2. How do we authorize a project?

Essential Learning
Project Authorization
It is a general process of verifying a proposed
project for initiation and further
development. This process aims to confirm that the
project is feasible and cost effective, so it can step
through the initiation phase and proceed to
the planning phase. It involves key
stakeholders in review and analysis of the
project to confirm this project is worth initiation.
As a process, project authorization carries out a series of activities. In
general, these activities are:
Propose the project – involves identification and description of project
goals, deliverable, benefits and impact. It creates proposal request that is
submitted to the sponsor & customer for review.
Review the project – review the proposed project through analyzing its
feasibility and cost effectiveness.
Approve/reject the project – generate a response to the proposal
request and submit to the development team. Such a
response authorizes or rejects the project for initiation and further
development.

Readings
Task Management Guide Retrieved August 3, 2018 from

http://www.taskmanagementguide.com/glossary/what-is-project-
authorization-.php
Skillmaker, (Dec, 2016) Work skills training

Retrieved August 3, 2018 from
https://wwww.skillmaker.edu.au/project-authorisation/
Santos, M.A. (2014). Effective leadership in the organization (small letters)

Retrieved May 2, 2015 from http://keywordsuggest.org/
gallery/1448047.html
LESSON 5.5: Project Implementation

2.Explain the process of project implementation

PROJECT IMPLEMENTION - is the phase where visions and plans become
reality. This is the logical conclusion, after evaluating, deciding, visioning,
planning, applying for funds and finding the financial resources of a project.
Essential Questions
1. What is project implementation?
2. How do we implement a project?
Essential Learning
Project Implementation
These are the steps to have a successful project implementation:
COMMUNITY BASED ACTION
it is an action that takes place within the community. It is collective and never individual.
COMMUNITY PARTICIPATION AND INVOLVEMENT
Encouraging the community to plan and manage substance abuse prevention activities.
MOBILIZING HUMAN RESOURCES FOR COMMUNITY WORK
- motivation and mobilization is like a magnet.
INVOLVING YOUNG PEOPLE-
Leaders and adults have the responsibility to develop leaders that can equal or surpass
them. Young people will eventually take on
leadership roles in the future that is why they are
the beneficiaries of the project and it is very
important that they share decision making with
adults.
INVOLVING THE COMMUNITY
to achieve shared results and accountability
FUNDRAISING
It will need to sustain a project and it is very
important to have an available resources and sufficient funding to make the project be
implemented.
POTENTIAL RESOURCES OF FUNDS

Grant sources- foundation, corporation, government organization, labor organization,
professional Association, Local Organizations and Anonymous Individuals.
Non-Grant Sources-Individual Solicitation, Planned Gifts and Earned income.
HUMAN RESOURCES
They are called volunteers, composed of young people and adults offer time and skills.
They want to give positive contribution to the community and help mobilizing ang
implementing activities.
BUILDING SKILLS AND FOLOW UP
To develop or enhance the interpersonal skills of individual and decision-making skills
through training on specific tasks by using interactive Training methods and structured
learning. To follow up your project, ensure that interventions benefit young people and the
community.
NETWORKING
Takes place when people, groups or organizations share information, ideas, resources
and work for a similar cause to improve the capacity of the project, establishes links
among people, strengthens advocacy and lobby work, improves chances for lasting
change, promotes joint planning and strengthens collective influence on issues, practices
and attitudes.
Readings
https://www.google.com/search?
q=PROJECT+IMPLEMENTATION&source=lnms&sa=X&ved=0ahUKEwjN3YGG4cXcAhWId
94KHTr2Cl8Q_AUICSgA&biw=1366&bih=613&dpr=1#)
Assessment Tasks
A. Written Test
4. What is the purpose of project identification?

a. To develop a preliminary proposal
b. To evaluate the project
c. To implement the project
d. To maximize the time frame given by the team leader
5. Which of the following statement is true?
a. In problem identification it is important to identify first the problem you
want to address.
b. In problem identification the first thing to consider is the availability of
funds.
c. In problem identification we need to put on top the important people
who can help in the project
d. The more funds to spend in a project the greater the value of it
6. It is the process and the facility of planning, organizing, coordinating, and
controlling the resources to accomplish specific goals.
a. Project Identification
b. Project Evaluation
c. Project Development
d. Project Management
7. It is the analysis of costs and benefits of a proposed project with a goal of
assuring a rational allocation of limited financial resources.
b. Project Evaluation
c. Project Appraisal
d. Project Authorization
8. Which of the following statement is incorrect?

a. Review project through analyzing its feasibility and cost effectiveness.
b. Do the most convenient project for the benefits of the members of the
group.
c. Generate a response to the proposal request and submit to the
development team.

d. Authorizes or rejects the project for initiation and further development.
9. It is the phase where visions and plans become reality.
b. Project Implementation
c. Project Appraisal
d. Project Authorization
10. Took place when people, groups or organizations share information,
ideas, resources and work for a similar cause to improve the capacity of
the project.
a. Outsourcing
b. Fundraising
c. Voluntarism
d. Networking
11. Which of the following is not included in project authorization?
a. Fundraising
b. Human resources
c. Networking
d. Mobilizing
12. They are called volunteers, composed of young people and adults offer
time and skills. They want to give positive contribution to the community
and help mobilizing and implementing activities.
a. Fundraising
b. Human resources
c. Networking
d. Mobilizing
13. It is a process for screening strategy options by the four criteria on which
the acronym is based.
a. SITE
b. KITE
c. NITE
d. PITE

B. Performance-Task
Create an Action Plan for your chosen project.

21. a
22. a
23. c
24. c
25. b
26. c
27. d
28. d
29. b
30. a



Module 4-A
Topic: Project Evaluation and
Community Projects
Roxanne M. Satur
Evalyn T. Lim
Mary Jane I. Dela Cruz
Facilitator
Lesson 1: Purposes of Evaluation- Roxanne M. Satur

Lesson 2: Identification of Key Performance- Roxanne M. Satur
Lesson 3: Designing data Collection Procedure- Evalyn T. Lim
Lesson 4: Factors to Consider in Evaluation- Evalyn T. Lim
Lesson 5: Steps in Indicating the Results of Projects-Mary Jane I. Dela Cruz
LESSON 1. PURPOSE OF EVALUATION

7. Discuss the significance and purpose of evaluation.

2. Create a practical guide for project evaluation.

1. Evaluation can be successfully achieved if it is done regularly.
2. Evaluation efforts assist in determining whether a project has achieved its
intended outcomes, so that we can be accountable for the money we
spend and make the most effective use of our resources.
Essential Questions
1. What is evaluation and why do we need to evaluate?
2. How do we evaluate? Are there steps to follow in doing
evaluation?
Essential Learning
What is evaluation and why there’s a need to evaluate?

Evaluation is a systematic determination of a subject's merit, worth and
significance, using criteria governed by a set of standards. It can assist an
organization, program, project or any other intervention or initiative to assess any
aim, realisable concept/proposal, or any alternative, to help in decision-making;
or to ascertain the degree of achievement or value in regard to the aim and
objectives and results of any such action that has been completed. [1] The primary

purpose of evaluation, in addition to gaining insight into prior or existing
initiatives, is to enable reflection and assist in the identification of future change. [2]
Evaluation is often used to characterize and appraise subjects of interest in a
wide range of human enterprises, including the arts, criminal justice, foundations,
non-profit organizations, government, health care, and other human services. It is
long term and done at the end of a period of time.
Put simply, evaluation by members of a project or organization will help
people to learn from their day-to-day work. It can be used by a group of people,
or by individuals working alone. It assesses the effectiveness of a piece of work,
a project or a programme. It can also highlight whether your project is moving

steadily and successfully towards achieving what it set out to do, or whether it is
moving in a different direction. You can then celebrate and build on successes
as well as learn from what has not worked so well.
Why evaluate? Although evaluation may seem like an unnecessary additional
task if you are already short of time and resources, it can save you both time and
resources by keeping participants focused on, and working towards, the ultimate
goal of the project. If necessary, it can refocus activity away from unproductive
or unnecessary work.
Evaluation can help you to:
• learn from your experience;
• record what you have learnt, and share it with other stakeholders;

• check your progress;
• check whether what you are doing is still what local people want or need;
• identify strengths and weaknesses in your project;
• create a basis for future planning;
• demonstrate whether you have used your resources – time and money –
effectively;
• explain to funders, and others involved in your work, what you have
achieved and how successful it is.
Key principles of evaluation
Evaluation is most effective when:
• it is a continuous (not just one-off) process informing planning and delivery
as the project develops;
• it involves all those with an interest in the project in defining the questions
they want answered;
• it uses imaginative and creative approaches, which engage those involved;
• it helps projects to be more accountable to the wider community;
• it is used to challenge discriminatory and oppressive policies and practice,
and to overcome inequality and disadvantage;
• it highlights and celebrates successes and achievements; • it encourages
an honest appraisal of progress, so that you can learn from what hasn’t
worked as well as what has.
How to evaluate: a stepby-step approach
Step 1: Review the situation
Evaluating a project is like taking a journey. First you need to plan your
journey – you need to decide where you want to get to; then work out how
you are going to get there, and what you need to equip yourself with for the
journey; you will also need to look out for the signposts and milestones that will
tell you whether you are on the right road and whether you are likely to get there
on time.
When starting to evaluate a community project, it is helpful to begin by writing
down how you are going to tackle each stage of this journey.

What problems are you trying to solve? Before you can evaluate your
progress, you need to be clear about what you are trying to achieve. Community
projects usually want to solve one or more local problem. What are these
problems?
What would make change happen? What needs to change if the problem is
to be solved, and why? Think about what might have caused the problem, and
what needs to happen to make a difference.
How do you plan to make change happen? What can you do to solve the
problem? Look at your answer to the last question and think about what your
project can do. Try to be as precise as possible. Break your broad or long-term
goals down into short- and medium-term goals. What actions are you going to
take to achieve these goals?
What resources will you
need?
What results do you
want to see? How will you
know when you have
achieved your short-,
medium- and long-term goals? What will be different about the original problem
at the end of the project, if you are successful? Try to be as precise as possible
about what you want to achieve. The achievements should all be related to the
original problem you wanted to work on.
How can you measure progress? In order to know whether you are on the
right track to achieve your goals and how far you have got, you will need to
decide on a few key questions, and collect evidence to answer them. What will
tell you whether you are on the right track? What signs, milestones or ‘indicators’
should you be looking for?
Step 2: Gather evidence for the evaluation
This is a key part of the evaluation process. You need to find evidence to
show whether or not you have reached the goals you set yourself in Annex B (be
they short-, medium- or long-term).

Different types of evidence should be collected:
• numbers (for example, the number of people you have reached, the
number of people getting work, the number of good stories in the press,
changes in crime levels);
• people’s opinions, views and experiences (for example, people’s stories
about their experience on the programme, photos of the area ‘before and
after’, people’s views on whether they think they have more power);
• who has benefited and who has not
Establish a baseline. Be as clear as you can about where you are starting
from. If you know where you are starting from, it will be easier to assess
the distance you have travelled during the project. What information do
you already have? Make sure you have collected together in a central file
material that will be useful to you later.
Step 3: Share your findings with others
Sharing your findings with others is important because it can help other
people in the project, or associated with it, to recognize any problems or
issues that are preventing the project from making progress. It can help
everyone to learn from any mistakes that have been made, or pick up on any
successful ideas that have been put into action. Remember that sharing
findings can provide an opportunity to celebrate success as much as to learn
from difficulties.
• Think about who you are sharing your findings with, and how best to
communicate with them.
• Is there going to be a written report and/or other ways of reporting the
findings of the evaluation? Try to ensure that any report uses clear, plain
language, and follows a logical order.
• Will you need to report the findings to different audiences using different
formats? It may be necessary to produce both a comprehensive report of the
evaluation exercise and a much briefer report or summary of key findings.
• How will you ensure that the findings inform practical changes in your
project’s work plan? For example, you could hold a special meeting or

workshop for those involved in the project at which you both feedback key
findings and also collectively consider future action plans in the light of these
findings.
Before the lesson 1.1 ends, let us take a glimpse on some reminders that
an evaluation must be planned carefully. There is no one suite of techniques
that fits all types of projects. The evaluation approach, design and
methodologies should match the specific project. The focus and purpose of
an evaluation differs depending on the needs of stakeholders that may
include project developers, funding agencies, local government, community,
teaching personnel and students. It is important to consult with stakeholders
to select the most suitable approach. By identifying the highlights and
lowlights of a project, evaluation leads to conclusions that may affect future
decision making. Findings of evaluation reports, based on thorough analysis,
are valuable input in planning processes. Evaluation supports learning and
improvement through incorporation of recommendations into new projects,
programs and strategies.
LESSON 2: IDENTIFICATION OF KEY PERFORMANCE INDICES__


1.Discuss the significance of Key Performance Indicators.
2. Identify the basics of Key Performance Indices/Indicators

1. Key Performance Indices also known as KPI or Key Success
Indicators, help managers and employees gauge the effectiveness of
various functions and processes important to achieving
organizational goals.
2. Those looking to improve their choice and use of key performance
indicators will ﬁnd thought provoking ideas and valuable examples of
good practice. The success and development of the business can be
determined according to the KPI they prefer to use.
Essential Questions
1. What are the basics of Key Performance Indices or KPI?
2. Why utilizing KPI is important in business management?
3. What ere the proper uses of Key Performance Indices?
Essential Learning

The Basics of Key
Performance Indicators
(KPI)
Basic KPI Definition
A key performance indicator is a quantifiable measure a company uses to determine

how well it's meeting it's operational and strategic goals. This means that different
businesses have different KPIs
depending on their individual
performance criteria or priorities. That
said, the indicators usually follow
industry-wide standards.
Using KPIs is a way for businesses

to quantify their business objectives so
they can regularly check up on their
performance and determine where they
are successful and where they need to
improve. The KPIs a business follows
will depend upon its particular industry,
and while some metrics will be
important across an organization, each department will also likely track metrics specific
to its own goals.
KPIs can be used within a company or department to track its goals and determine
how best to fine tune its core practices to achieve the best results. They can also be used
when working with outside clients. When companies begin a contract with one of their
clients, the two organizations can agree on specific KPIs to track how successful the
contract has been.
Although each department may track its own KPIs, those key indicators can also be
valuable to other departments within the organization. Using specialized KPI tracking
software, these results can be sent to a single dashboard with a real-time reporting tool.
Key Performance

Indicators and Their Importance
Key performance indicators (commonly referred to as KPIs) form an important part of
the information required to determine (and explain) how a company will progress
forward to meet its business and marketing goals. KPIs help organizations understand if
the company is headed in the right direction—and if not, where it needs to divert its
attention. No matter what it measures, the goal of a KPI is to improve the health of an
organization. It's important that anyone working in marketing understand exactly what
constitutes a KPI.
3 Characteristics of KPIs
The three characteristics of KPIs are the following:
 Quantitative. The KPIs can be presented in the form of numbers.

 Practical. The KPIs integrate well with existing company processes.
 Actionable. The KPIs can be put into practical application to effect the
desired change.
To be effective, a key performance indicator must be based on legitimate data and
must provide context that echoes business objectives. The KPIs must also be defined
in a way that external factors, beyond the control of a company, cannot interfere with
them. Another key issue is that KPIs should have a specific time-frame that is divided
into key checkpoints for accuracy.
Examples of Key Performance Indicators

An organization’s KPI is not the same as its goal. For example, a school
may set a goal that all of its students pass a particular course. However,
instead of using the student's passing grade record to chart the goal, the
school uses the failure rate of the students as a KPI to determine its position.
Another example is a business that chooses to use the percentage of income
it receives from its returning customers as its KPI.
Other examples of KPIs used by businesses include:
 The status of existing customers

 The number of new customers acquired

 Customer attrition
 Segmenting customers by profitability or demographics
 The amount of waiting time for delivery of customer orders
 The length of time for stock-outs
How to Choose KPIs
 Businesses should take a number of steps before choosing the best

key performance indicators. These steps include:
 Establishing clearly defined business processes
 Setting requirements for the business processes
 Having qualitative and quantitative measurements of results
 Determining variances and adjusting processes to meet short-term
objectives
The Proper Use of Key Performance Indicators:

A properly developed and implemented KPI program incorporates regular
review processes where managers and other stakeholders assess the meaning
of the results. Improvement in employee engagement and customer satisfaction
measures are positive, but diligent managers will assess the causes and impact
of the improvements then decide how to continue to strengthen in these areas.
Similarly, a decline in sales results

from the prior period or same period
last year might be reasonably
assessed as negative. However, the
measures alone don't tell you what
happened or how to improve. A
set of proper sales-focused KPIs will
include measures that showcase
where conditions deteriorated and how likely they are to improve. Armed with
these insights, sales team members can take action to strengthen the leading
indicators and drive improved future results.
LESSON 3: DESIGNING DATA COLLECTION PROCEDURE


8. Discuss the significance in designing data collection procedure.
2. Create or design data collection procedure.

1. In every design you make, use existing data collection instruments when
possible! Don’t put all your eggs in one basket!
2. The success of designing data collection procedure is determined by

methods and tools that can be used.
Essential Questions

1. What type of data should I collect in project evaluation?
2. When and from whom should I collect data?
Essential Learning
Program evaluation is a systematic way to collect information
about the characteristics, activities, and results of a program in
order to make decisions
about the program. Evaluating a program helps you determine
whether it is functioning as intended, or meeting its goals and objectives,
and may help you identify areas for improvement.
What are your goals for the evaluation?
You probably already have ideas about what you want the evaluation to accomplish.
Taking the time to refine these ideas will help you focus your efforts and choose
appropriate evaluation methods.
Now that you have determined what outcomes or other aspects of your program to
evaluate, it is time to identify what type of data to collect and how to collect those data.
Keep in mind that there is no single best evaluation design or way to collect data. The
most appropriate approach is the one that will answer your evaluations questions within
the limits of the resources available to you.

What type of data should I collect?
One of the first aspects you need to consider is what type of data will best meet your
needs. The type of data you choose to collect - quantitative or qualitative - is in part
dependent on what you want to know about your program. Because there are
advantages and disadvantages to both quantitative and qualitative data, many
evaluations rely on a mix of the two.

Approach Definition Consideration
Quantitative Uses numerical data to make Allows collection and
sense of information analysis of large amounts of
data relatively quickly.
Analysis is perceived to be
less open to interpretation
and thus typically considered
more objective.
Qualitative Uses narrative forms, such as Can provide rich context for
thoughts or feelings to examining participants’
describe what is being experiences and how a
evaluated. program operates.
Examples: observations, Allows for questions to be

interview transcripts, focus investigated in-depth.
groups, photographs, or
videotapes
Mixed Methods Uses a combination of both Allows quantitative data to

quantitative and qualitative be collected from a large
data number of participants
(increasing the likelihood
that results can be applied to
all program participants).

Example: A combination of Also allows in-depth
surveys and interviews qualitative investigation of
evaluation questions with a
smaller number of
participants.
Requires an evaluator who is

able to collect data using a
variety of methods and
analyses.
Data Collection, provides a table that lays out the purpose, advantages, and limitations
of many popular data collection methods. Additional details for each method are
provided including the number of respondents they are appropriate for, time and cost
considerations, and when to use them. Last, there is a table that identifies which
methods are appropriate for measuring knowledge, skills, attitudes, and behavior
outcomes.
There are many different tools for collecting quantitative and qualitative data.
Questionnaires, observations, focus groups, and interviews are among some of the most
commonly used techniques.
The resources below offer guidance on selecting tools appropriate for your needs as
well as on developing these data collection instruments.
 Survey/Questionnaire
Definition: way of collecting information that represents the views of the community or
the group in which you are interested.
Survey/Questionnaire – When?
You are starting or evaluating a project or activity
You need a quick and efficient way of getting information
You need to reach a large number of people
The information you need isn’t readily available through other means
You need statistically valid information about a large number of people
Steps for Conducting Survey/Questionnaire

1.Purpose 4.Write your questions
2.Audience/target population 5.Pilot test and refine
3.Select method: 6.Administer
a.Face-to-face 7.Analyze the data and plan for action
b.Mail
c.Telephone
d.Internet
e.Email
Survey/Questionnaire – Design Tips

•Writing effective survey questions
–Remember survey’s purpose
–If in doubt, throw it out
–If a question can be misinterpreted, it will be
–Include only one topic per question
–Consider alternative ways to ask sensitive questions
–Keep open-ended questions to a minimum
–Avoid leading questions
–Find a balance in the number of questions to include
Steps for Conducting Pre-Post Tests

1. Determine what participants must know
2. Create questions that focus on the learning objectives
3. Develop tests
4. Validate tests with staff for clarity and response
a) Rewrite and retest with different staff, if necessary
5. Administer the pre-test before the curriculum
6. Administer the post-test after the curriculum
7. Analyze data and make any adjustments to the curriculum
Pre-Post Tests – Question Types

• Open-ended questions
– Specific and understandable
• True/False
– Simply worded and to the point
• Multiple-choice
– Develop responses that are distinct from one another
• Fill-in-the-blank
Interviews
• Definition: a structured one-on-one conversation with key stakeholders to gather in-
depth information on a particular health topic, issue, concern
• Types of Interview:
– Structured, semi-structured, unstructured
– Standardized, non-standardized
– Respondent, informant
Steps for Conducting Interviews
1. Determine what you want to know

2. Discuss and draft interview questions
3. Determine who to interview
4. Train interviewers
5. Pilot test for clarity and appropriateness
6. Contact and schedule interviewing appointments
7. Take notes and tape-record interview
8. Analyze data, provide feedback to interviewees, and plan for action
When and from whom should I collect data?

The conclusions you are able to draw about your program’s effects are influenced not
only by the type of data collected, but also by when and from whom data are collected.
Imagine you are evaluating a three-day EE unit that seeks to increase students’
awareness of how pollutants enter the water cycle. To evaluate this outcome, you plan to
administer a questionnaire to students at the end of the unit. While this strategy will give
you some idea of what the students know after participating in the unit, it also has some
drawbacks. How will you assess whether the students’ awareness improved, compared
to what they knew before? Likewise, how will you know that gains in students’
awareness were a result of the unit alone and did not occur based on something that
students learned elsewhere, for example through television or another class?
There are several strategies for addressing these concerns. You could, for example,
administer the questionnaire twice – once before the program begins, and again after it
ends. By comparing the two data sets, you will learn how much students’ awareness
increased as a result of the unit. Another strategy is to use a comparison or control
group, that is, a group of students who are similar to your participants, but who do not
experience the unit. If, at the end of the unit, you administer the questionnaire to the
participants (also known as the treatment group) and the control group, you can
compare their results. Using a control group eliminates some of the uncertainty about
whether your program is the sole cause for changes in participants, as students in the
control group are equally likely to have been exposed to outside information on water
pollution as the treatment group.
There are a number of different ways to use control groups and/or to vary the timing
of data collection. The most appropriate design for your evaluation will depend on what
you are trying to measure, the structure of your program, and the resources you have
available for conducting the evaluation.

Readings
• References
https://cyfar.org/data-collection-techniques
http://meera.snre.umich.edu/step4#
https://people.uwec.edu/.../Data%20collection%20methods/DATA
%20COLLECTION%2
• Human Rights Resource Center, University of Minnesota. (2000). The Human
Rights Education Handbook: Effective Practices for Learning, Action, and Change.
Downloaded August 13, 2006, from:
www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/toc.html
• Schueller, S.K., S.L. Yaffee, S.J. Higgs, K. Mogelgaard, and E.A. DeMatia.
(2006). Evaluation Sourcebook: Measures of Progress for Ecosystems and Community-
Based Projects. Ecosystem Management Initiative, University of Michigan, Ann Arbor,
MI. Downloaded August 13, 2006 from:
www.snre.umich.edu/ecomgt/evaluation/EMI_SOURCEBOOK_August_2006.pdf
• Taylor-Powell, E., Jones, L., & Henert, E. (2002). “Section 7: Using Logic Models
in Evaluation: Indicators and Measures,” in Enhancing Program Performance with Logic
Models. Retrieved July 30, 2007, from the University of Wisconsin-Extension web site:
http://www1.uwex.edu/ces/lmcourse/
• Worthen, B.R., Sanders, J.R., & Fitzpatrick, J.L. (1997). Program Evaluation:
Alternative approaches and practical guidelines. New York: Longman Publishers, USA.
 Dornell Pete, Epidemiologist dpete@aaihb.org
 Kevin English, Director kenglish@aaihb.org

LESSON 4: FACTORS TO CONSIDER IN EVALUATION

1.Discuss the factors to consider in evaluation.
2. Identify the factors to consider in evaluation.

1. Factors to consider in evaluation can be achieved through proper planning
and deciding methods to be used in collecting data.
Essential Questions
1. What are the factors to consider in evaluation?
2. When can data be reasonably collected?
3. Who will be collecting, processing and analyzing
the data?

Essential Learning
Deciding on methods
Most evaluations of learning and teaching (L&T) are likely to take a multi-
strategy approach to collecting and analyzing data.
Quantitative approaches tend to focus on the numerical, looking for
regularities, patterns, trends and relationships between data. However, it is not
easy to find explanations for these trends in social contexts that depend on the
behavior and interactions of individuals. Qualitative approaches assume that our
experiences and the meaning we place on them will influence our future behavior
and interactions. They therefore try to find explanation for what is happening by
exploring the different interpretations participants have of this shared experience.
In evaluation practice pragmatic considerations such as the resources
available for the evaluation and access to the L&T context will often influence the
selection of methods. This means that it may not always be possible to use the
most appropriate method to collect the data needed. Using different methods
together may help with this problem, in that the strengths of one method may
compensate for the weaknesses in another and strengthen confidence in the
findings. An example is that questionnaires may identify trends in a target
population which may inform the selection of appropriate candidates for more in-
depth qualitative data collection. The qualitative data subsequently collected may
help in the interpretation of connections made in quantitative data.
Another factor that may influence the selection of data collection, processing
and analysis methods is the confidence and competency of the person who will
be undertaking these tasks to use particular methods and tools.
'Which Method?’ will help you to compare some of the common data
collection methods for their intended purpose, how they are used, and their
strengths and weaknesses?
A useful tool for helping you summarize your data collection strategy is an
evaluation matrix.

Who will be collecting, processing and analyzing the data?
You could, or might have to, do it all yourself. This involves the evaluation
planning, design of evaluation tools (questionnaires, interview plans etc), data
collection and analysis, and reporting.
You could obtain some evaluation support. This is available from Learning
and Teaching Services, or you may find a colleague who has appropriate
experience that can advise you. This support might also have the advantage of
providing an independent perspective.
When can data be reasonably collected?

For example, if you are hoping to collect student feedback that includes their
experience of assessment, this cannot be collected before the assessment.
However, you may want to collect some rich qualitative data from students that
requires some face-to-face contact that is only practical to obtain in class time.
This may lead to a decision to use different methods together to obtain the data
you need at different times e.g. a focus group with students prior to assessment,
and a questionnaire completed by students after assessment.
Factors to Consider In Planning a Community Development Evaluation
Process
Before committing to a community development evaluation process, ask
yourself whether you have the data needed, whether any change is possible on
the basis of the evaluation, whether you will be able to do the evaluation yourself,
and whether you will need to expend scarce resources to purchase consulting
services. If you don’t have the data you’ll need, your funding agency won’t let
you change course even if you decide that you should, and you can’t afford a
consultant, our advice is to put this project on the back burner until those
conditions change.
We also oppose the tactic of hiding behind evaluation when what is really
needed is conflict resolution or dealing directly with poor staff performance.
Also consider the fallout if the evaluation turns up one or many distressing

facts. If your board and organization is the only consumer of the evaluation
report, clear-eyed honesty is a great asset. But if your funders, governmental
regulators, and organizational competitors are likely to obtain access to the
evaluation, be careful about including elements that you can predict will show
your organization in an extremely negative light.
Many organizations have had a negative experience with evaluation before,
perhaps because the process was too lengthy and time-consuming, it felt
negative and uncomfortable, or it cost too much. If this is your history, it is
important to recognize that up front and to discuss thoroughly what happened
earlier and how to prevent a repetition. If board members with long involvement
remember these earlier bad situations, they are likely to sabotage the new effort
or merely be lackluster in their support of the community development evaluation
process or the implications of its results.
Factors to consider before selecting a data collection method

Before you select an appropriate data collection method, there are three
main factors that should be carefully considered.
Number 1: Consider the purpose for conducting the evaluation.
• You must carefully consider what you want to learn from this evaluation
project and which methods and tools will provide you with the most valid and
meaningful data.
• Your research questions should help drive the selection of the appropriate
data collection method(s) and tools.
• Another thing to consider when selecting the appropriate method is the
audience you are trying to reach.
o Funders and a board of directors will be interested in very different types
of data than program staff.
o Thus, it is important that you consider the audience when selecting your
data collection methods to ensure that the data will satisfy the needs of your
primary audience, as well as enable you to present meaningful results to other
types of audiences (O’Sullivan, 2004).

Number 2: Consider the evaluation design.
• The data collection method appropriate for your evaluation design will
differ greatly depending on whether you want or need to use quantitative data,
qualitative data, or both (a mixed methods approach).
• Additionally, consider your evaluation project timeline and determine what
can be reasonably completed within the time constraints. Some data collection
methods require a greater time investment than others.
Number 3: Carefully consider the availability of resources for the project
(e.g., the participant pool for selecting your sample, the budget for the project,
and the staff available to assist on the project).
• Some methods are much more costly and require more participants, staff,
and expertise than others.
The table below provides a quick summary of the things you should consider
when deciding on which data collection methods to use for your evaluation
project.
Readings
https://www.jrf.org.uk/sites/default/files/jrf/migrated/files/1859354157.pdf
LESSON 5: STEPS IN INDICATING THE RESULTS OF

PROJECTS

1.Discuss the significance of steps in indicating the results of project s.
2. Create an illustrative diagram of steps indicating project outcomes.

1. The steps in project monitoring are necessary component of all projects
management plans.
2. Without the project monitoring guide or steps indicating project outcomes,
organizations may fail to understand why their projects will succeed or not.
Essential Questions
1. What are the steps in indicating the results of projects?
2. Why is it important to determine the steps
indicating project outcomes?

Essential Learning
The word “steps” is more to suggest a focus on discrete
components in building a Monitoring and Evaluation (M&E) system, some of which are
sequential and essential before you move on to others. Monitoring and Evaluation (M&E)
is an area of growing importance for the development community. It allows those
involved in development activities to learn from experience, to achieve better results and
to be more accountable. Some of the tools and approaches are complementary or
substitutes; some are broad in scope, others narrower. The steps or methods in indicating
the results of projects are:
What are the steps to build an effective Monitoring and

Evaluation System?
Step 1: Conducting a Readiness Assessment to determine the capacity and willingness

of the government/organization and its development partners to construct a results-based
M&E system. This assessment addresses such issues as the presence or absence of the
barriers to building a system, who will own it, and who will oppose the M&E system.
Step 2: Agreeing on Outcomes to Monitor and Evaluate addresses the key
requirement of developing strategic outcomes that then focus and drive resource
allocation and activities. These outcomes should be derived from the strategic priorities
(goals).
Step 3: Developing Key Indicators to Monitor Outcomes, so the degree to which the
outcomes are being achieved can be assessed. Both the political and methodological
issues in creating credible and appropriate indicators are not to be underestimated.
Step 4: Gathering Baseline Data on Indicators involves describing and measuring the
initial conditions being addressed by the outcomes. It is the first measurement of the
indicators and defines the starting point.
Step 5: Planning for Improvements requires setting realistic targets and recognizes that
most outcomes are long-term, complex, and not quickly achieved. It is helpful to

establish interim targets that specify how much progress towards an outcome is to be
achieved each year (or other time period) and the resources needed. Measuring results
against targets can involve both direct and proxy indicators and use of both quantitative
and qualitative data.
Step 6: Monitoring for Results is the administrative and institutional task of
establishing data collection, analysis and reporting guidelines; designating who will be
responsible for activities; establishing quality control processes; establishing timelines
and costs; working through roles and responsibilities; and establishing guidelines on
transparency and dissemination of the information and analysis.
Step 7: Evaluative Information to Support Decision Making focuses on the
contributions that evaluation studies and analyses can make throughout this process to
assess results and move towards outcomes.
Step 8: Analyzing and Reporting Findings is a crucial step, as it determines what
findings are reported to whom, in what format, and at what intervals. This step has to
address the existing capacity for producing the information, and focuses on the
methodologies for accumulating and assessing information, and preparing analyses and
reports.
Step 9: Using the Findings emphasizes that the crux of the system is not simply
generating results-based information, but getting the information to the appropriate users
in a timely fashion so that they can take the information into account in making
decisions. This step also addresses the roles of development partners and civil society in
using the information to strengthen accountability, transparency, and resource allocation
procedures.
Step 10: Sustaining the M&E System recognizes the long-term process involved in
ensuring the longevity and utility of an M&E system. Six criteria are seen as crucial to
the sustainability of an M&E system: demand, structure, trustworthy and credible
information, accountability, incentives, and capacity. Each dimension needs constant
attention over time to ensure the viability of the system. As noted earlier, building an
M&E system does not have to be done according to these 10 steps. One could define a
more detailed number of steps, or fewer. The issue is to ensure that key strategies and
activities are recognized, clustered together in a logical manner, and then completed in an
appropriate sequence.
Figure 6.1

The above diagram strong emphasis on the monitoring function—the “M” in
M&E. Building a monitoring system to continuously track performance is absolutely
essential for managers. The monitoring system gives ongoing information (via select
indicators) on the direction of change, the pace of change, and the magnitude of
change. It can also identify unanticipated changes. All are critical to knowing
whether policies, programs, and projects are moving in the intended direction. We
have also stressed that monitoring data do not give the basis for attribution and
causality for change. These monitoring data also do not provide evidence of how
changes are coming about—only that they are or are not occurring. Likewise,
monitoring data, in and of themselves, cannot address the strengths and weaknesses
in the design of the project, program, or policy. Consequently, to address these and
other important questions regarding the generation of appropriate results, evaluation
information is necessary—the “E” in M&E (figure 6.1).
Readings
Adapted from A Handbook for Development Practitioners: Ten Steps to a Results-Based

Monitoring & Evaluation System
http://www.oecd.org/ 2004
Ghasemi, Mahmood (2016). 10 Steps to build an effective Monitoring and Evaluation

System
Retrieved April 25, 2016 from https://www.linkedin.com/pulse/10-steps-build-effective-
monitoring-evaluation-system-mahmood-ghasemi
Assessment Tasks

A. Written Test
1. It is the method of collecting data that uses numerical data to makes

sense of information?
A. Mixed Method
B. Qualitative method
C. Quantitative method
D. None of these
2. It is the method of collecting data which uses survey and interview to
gather informations about the project.
A. Mixed Method
B. Qualitative method
C. Quantitative method
D. None of these
3. This method of collecting data uses narrative forms such as thought or
feelings to describe what is being evaluated.
A. Mixed Method
E. Qualitative method
F. Quantitative method
G. None of these
4. The following are tools to be used in qualitative method except one.
Which is it?
A. Community forum
B. Focus groups
C. Interview

D. Survey
5. Which of the following collecting data tools will you use in quantitative
method?
A. community Forum
B. Digital story telling
C. Questionnaire
D. Photo voice

1. C
2. A
3. B
4. D
5. C



Module 4-B
Topic: Program Evaluation and Review
Technique (PERT)
Mary Jane S. Juacalla

Vanessa O. Pimentel
Mary Jane I. Dela Cruz
Facilitator
Lesson 1: Characteristics of PERT- Mary Jane S. Juacalla

Lesson 2: Common Errors in PERT- Mary Jane S. Juacalla
Lesson 3: Steps in PERT- Vanessa O. Pimentel
Lesson 4: Time Scheduling- Vanessa O. Pimentel
Lesson 5: Advantages and Limitations- Mary Jane I. Dela Cruz
LESSON 1: Characteristics of Program Evaluation and Review

Technique(PERT)

9. Define the program evaluation and review technique (PERT).
2. Identify the characteristics of PERT.

1. PERT is a method of analyzing the tasks involved in completing a given
project.
2. PERT incorporates uncertainty by making it possible to schedule a project
While not knowing precisely the details and duration of all the activities.
3. PERT is more of an event-oriented technique rather than start-and
Completion-oriented.
Essential Questions
1. What is the meaning of PERT?
2. What are the characteristics of PERT?

Essential Learning
What is Program Evaluation and Review Technique
(PERT)? The program evaluation and review technique is commonly abbreviated
PERT is a statistical tool, used in project management, which was designed to
analyze and represent the tasks involved in completing a given project. First
developed by the united states Navy in the 1950s, it is commonly used in
conjunction with the critical path method (CPM).
The following are characteristics of program evaluation and review technique:
1. In a PERT diagram, the main building block is the event, with the
connections to its known predecessor events and successor events.
 PERT event: a point that marks the start or completion of one or more
activities.
 Predecessor event: an event that immediately precedes some other event
without any other event intervening.
 Successor event: an event that immediately follows some other event
without any other intervening events.
2. PERT also knows activities and sub-activities.
 PERT activity: the actual performance of a task which consumes time and
requires resources(such as labor, materials, space, machinery).
 PERT sub-activity: a PERT activity can be further decomposed into a set of
sub-activities.
3. PERT has defined four types of time required to accomplish an activity.
 Optimistic time:the minimum possible time required to accomplish an
activity (o) or a path (o), assuming everything proceeds better than is
normally expected.
 Pessimistic time:the maximum possible time required to accomplish an
activity (p) or a path (P), assuming everything goes wrong (but excluding
major catastrophes).

 Most likely time: the best estimate of the time required to accomplish an
activity (m) or a path (M), assuming everything proceeds as normal.
 Expected time: the best estimate of the time required to accomplish to
accomplish an activity (te) or a path (TE), accounting for the fact that things
don’t always proceed as normal ( the implication being that the expected time
is the average time the task would require if the task were repeated on a
number of occasion over an extended period of time).
 Standard deviation of time: the variability of the time for accomplishing an

activity (σte) or a path (σTE)
4. PERT supplies a number of tools for management with the determination of

concept, such as
 Float or slack: is a measure of the excess time and resources available to
complete a task.
 Critical path: the longest continuous pathway taken from the initial event to
the terminal event.
 Critical activity: an activity that has total float equal to zero.
 Lead time:the time by which a predecessor event must be completed in
order to allow sufficient time for the activities that must elapse before the
specific PERT event reaches completion.
 Lag time: the earliest time by which a successor event can follow a specific
PERT event.
 Fast tracking: performing more critical activities in parallel.
 Crashing critical path: shortening duration of critical activities.

Readings
https://en.wikipedia.org/wiki/program_evaluation-and-review-technique#overview
LESSON 2: Common errors in project evaluation and review

technique (PERT)

1. Discuss the common errors in program evaluation and review technique.
2. Create a plan on how to avoid the errors in program evaluation and review
technique.

1. There are still some common PERT errors being committed by seasoned
Construction professionals-errors that dilute the effectiveness of even the
Most carefully constructed PERT schedule.

2. Regular updates that contain all the change orders can help prevent
claims.
Essential Questions
1. What are the common errors in program evaluation
Technique?
Essential Learning
What are the common errors in PERT?
The following are the common errors in PERT:
1. Dangling
To disconnect an activity before the completion of all activities in a network
diagram is known as dangling. As shown in the figure activity (5-10) and (6-7) are
not the last activities in the network. So the diagram is wrong and indicates the
errors of dangling.
2. Looping or Cycling
Looping error is also known as cycling error in a network diagram. Drawing an
endless loop in a network is known as error of looping as shown in the following
figure.

3. Redundancy
Unnecessary inserting the dummy activity in network logic is known as the
error of redundancy as shown in the following diagram.
Readings
wwwo.cs.ucl.ac.uk>ucacwxe>lectures
https//esub.com.>common-scheduling

LESSON 3: Steps in PERT

10. Discuss the steps in Program Evaluation Review Technique
(PERT).
2. Determine the duration of the project when activity times are uncertain.

1. Program Evaluation Review Technique (PERT)
Is a project management tool used to schedule, organize and
coordinate tasks within a project.
2. Program Evaluation Review Technique (PERT) helps to

incorporate uncertainty in the sense that it was possible to schedule
a project not knowing precisely the details and duration’s of all the
activities.
Essential Questions
1. What are the steps in Program Evaluation
Review Technique (PERT)?
2. When do we use Program Evaluation Review
Technique (PERT)?
3. How to determine the duration of the project?

Essential Learning
A. Steps in Program Evaluation Review Technique ( PERT)
1. Identify the specific activities and milestone.
Specific activities are the task required to complete the project. The milestones
are the event marking the beginning and the end of one or more activities. The
project is broken down into different activities systematically. It is helpful to use
the task in a table that in later steps can be expanded to include information on
sequence and duration.
2 . Determine the proper sequence of the activities.
Activities are arranged in logical sequence.
3 . Construct a network diagram.
The network diagram is drawn events and activities.
4. Estimate the time required for each activity.
Using three times estimate the expected time for each activity is calculated
Optimistic Time> Best Time if everything goes perfectly

Realistic Time> Most likely time
Pessimistic Time> A worst case situation
Expected Time = B+4M+P

6
Example: Determine the duration of the project.
For excavation activity let:

Estimate the required time for each activity:
B= 12 days
M= 18 days
P= 60

What is the expected Time for this activity?
Expected Time = B+4M+P
6
Solution: 12+4(18)+60
6
Required time = 24 days
Determine the duration of the project.
Activity Predecesso Optimistic Normal Pessimistic Te

r (B) (m) (P) (B+4m+P) / 6
A … 2 4 6 4.00
B … 3 5 9 5.33
C A 4 5 7 5.17
D A 4 6 10 6.33
E B,C 4 5 7 5.17
F D 3 4 8 4.50
G E 3 5 8 5.17
5. Determine the critical path.
>The critical path is

*Determined by adding the times for the activities in each sequence
*Determining the longest path in the project.
>The critical path determines the total calendar time required for the project.
>If activities outside the critical path speed up or slow down (within limits), the
total project time does not change.
>The amount of time that a non – critical path activity can be delayed without the
project is referred as a slack time.
Critical path is helpful to determine

*ES – Earliest Start Time
*EF--Earliest Finish Time
*LS—Latest Start Time
*LF—Latest Finish Time

>The variance in the project completion time can be calculated by summing the
variances in the completion times of the activities in the critical path.
> The project can be accelerated by adding the resources required to decrease
the time for the activities in the critical path.
>Shortening of the project sometimes is referred to as Project Crashing.
Calculating Critical Path is a simple 4-step process.

Step 1: Find Activities
Activities for this project are as below (output from Define Activities process) –
A. Assemble two-tier bridge

B. Join winding tracks
C. Assemble and add train station
D. Place standalone items around
E. Assemble and add construction site
F. Join train engine and bogies
G. Place the train on the track
H. Start the engine and let it chug!
Step 2: Build Schedule Network Diagram
Figure 2: Assemble train set – schedule network diagram
Step 3: Find all Possible Paths
Find all possible paths through the diagram, there are 3 in our case –

A -> B -> F -> G -> H
A -> B -> C -> D -> G -> H
A -> B -> C -> E -> G -> H
Step 4: Calculate Duration for Each Path
Let us see the duration for each of these paths –
A -> B -> F -> G -> H —> 10+20+4+2+2 = 38 minutes
A -> B -> C -> D -> G -> H —> 10+20+5+10+2+2 = 49 minutes

A -> B -> C -> E -> G -> H —> 10+20+5+2+2+2= 41 minutes
The network path with longest total duration is the critical path!
Critical path is the shortest duration required to complete the project successfully.
In our example this is the second path: A -> B -> C -> D -> G -> H, which comes
to 49 minutes.
Figure 3: Assemble train set – Critical Path
Note that sum of durations of all activities on critical path comes 49

minutes, and sum of duration of ALL activities on the project is much

longer. If managed well, the whole project can be completed within the
critical path’s duration.
6. Update the PERT chart as the project progresses.
>Make adjustments in the PERT chart as the project progresses.
>As the project unfolds, the estimated times can be replace with actual times.
>in cases where
*There are delays
*additional resources maybe needed to stay on schedule
*The PERT chart maybe modified to reflect the new situation.
Lesson 4: TIME SCHEDULING

Time scheduling is collections of technique used to develop and
present schedules that show when work will be perform.

Constructing time Schedule Table
The critical activities (shown by solid lines) must be stacked one right after the another
to ensure that the project is completed within its maximum duration.
The non-critical activities (shown by dashed line) have time spans that are larger than
their respective duration, thus allowing slack (or “leeway”) In scheduling them with in
their allotted time intervals.
B. Performance-Task
A. Directions: Think a project you need to accomplish, Apply the steps of
Program Evaluation Review Technique ( PERT) and determine the
duration of the project.

Readings
(Arrange alphabetically. Follow this format for online resources:)

Anas Tomeh, M.A (2012) Program Evaluation Review Technique
Retrieved Oct. 17 2012 https://www.slideshare.net> tomeh> pro..
Abhishek Pachisia M.A (2012) Program Evaluation Review Technique
RetrievedNovember2,2012https://www.slideshare.net> mobile>pro
Raymund N. Sanchez M.A (2008) Program Evaluation Review Technique
RetrievedNovember32008
https://www.slideshare.net>noblefranca
LESSON 5: ADVANTAGES & LIMITATIONS OF PROGRAM

REVIEW AND EVALUATION TECHNIQUE (PERT)

11. Discuss the advantages and limitation of Program Review and Evaluation
Technique (PERT).
2. Create a plan/diagram on Program Review and Evaluation Technique (PERT).

Preservice teachers should understand the:
1. Origin of Program Review and Evaluation Technique.

2. PERT technique is more applicable to the projects that are newly faced, where most
of the events are employed the first time or by means of a new technique. This is applied
on projects that have no repetitive nature.
3. Advantages and limitation of Program Review and Evaluation Technique (PERT).
Essential Questions
1. What is the history of Program Review and Evaluation
Technique (PERT)?
2. What are the advantages and disadvantages of Program Review
and Evaluation Technique (PERT)?
Essential Learning
PERT was developed in 1958 by Booz, Allen and Hamilton
under the sponsorship of US Navy. The aim was to finish the
Polaris Fleet Ballistic Missiles Program two years in advance.
PERT describes basic network technique which includes planning, monitoring and
control of projects. PERT finds applications in planning and control of complex set of
tasks, functions and relationships.
PERT is a research and development tool where activity timings could not be
estimated with enough certainty. Therefore, three time estimates-optimistic time.
Pessimistic time and normal time are made. Optimistic time is the best time that could be
expected if everything went exceptionally well. Pessimistic time is the worst time if
everything went wrong. Normal time is estimated for normal circumstances.

PERT is Program Evaluation and Review Technique that is used in construction and
project management field. This is a project network analysis technique that is used to
undergo planning and controlling of the projects.
The PERT technique focuses on the time and the cost each activity takes. This will hence
influence the resultant time and the cost required for the completion of the entire
project. This network analysis technique helps to understand the performance of the work
throughout the course of the project.
Fig.1: A PERT Network; tE = estimated time for each activity shown on each
activity row
PERT is an event oriented project scheduling technique. This method of networking

will not show any kind of interdependencies between the events mentioned in the
network. The network represents a combination of the event. An event is represented in
terms of time and resources that are required for the completion of that event. The
PERT network does not have a historic chain as in the case of Critical path method
(CPM).
Advantages of PERT
The advantages of PERT are mentioned below:
1. Planning For Large Projects

2. Visibility of Critical Path

3. Analysis of Activities
4. Coordinating Ability
5. The What - if -Analysis
Planning For Large Projects: The scheduling of project activities is done easily with
the help of PERT system by the project manager. This technique is more active in large
sophisticated project works. As PERT is event oriented programming technique, three
elements are necessary to define an event. They are:
1. What is the time required to perform the event?

2. What comes after the event?
3. What is coming before the event?
The answers to the above question make the scheduling easier and clear.
Visibility of Critical Path: The PERT method will show the critical path in a well-
defined manner. The critical path is the path with activities that cannot be delayed under
any circumstances. A proper knowledge about the stack values with limited conditions of
dependencies will help the project manager to bring fast and quality decisions that will
favor the project performance.
Analysis of Activity: The activity and the events are analyzed from the PERT networks.
These are analyzed independently as well as in combination. This will give a picture
about the likely completion of the project and the budget.
Coordination: The various departments of the construction organization will deliver data

for the PERT activities. A good integration is developed between all the departments
which will help in improving the planning and the decision-making capabilities of the
project team. The combination of qualitative and quantitative values from a large amount
of data will help in improving the coordination of the project activities. This will also
improve the communication between various departments of the organization.

What - if -Analysis: The possibilities and the various levels of uncertainties can be
studied from the project activities by properly analyzing the critical path. This type of
analysis is called as what-if-analysis. For this various sets of permutation and
combination is conducted. Among them, the most suitable combination is taken into
consideration. This set chosen will be the one with minimum cost, economy and best
result. This analysis helps to identify the risk associated with any activities.
Disadvantages of PERT
1. Time Focused Method

2. Subjective Analysis
3. Inaccuracy due to Prediction
4. Expensive
5. Other Issues
Time Focused Method: The method of PERT is a time oriented method, where the time
required to complete the respective activity is of higher importance. Hence the time
determination of each activity and its allocation is very much necessary. This is done
based on an assumption and within this time the work will be completed. If this is not the
case issues will arise.
Subjective Analysis: The activities for a project are identified based on the data
available. This is difficult in case of PERT as these are mostly applied for a project that is
newly conducted or those without repetitive nature. The project dealt by PERT will be a
fresh project data that make the collection of information to be subjective in nature. This
will bring less accuracy on the time and the estimated time.
There are chances to have inaccuracy and bias in the sources of data. This makes it
unreliable. As this is not repetitive in nature, there is no sense in bringing the records
from the past historical data.
Prediction Inaccuracy: As there are not past records or assistance to bring an outline for
the project, predictions take their role. The overall project may move to total loss if the
predictions and the decisions are inaccurate. No trial and error method can be employed.

Expensive: As this method is carried out based on predictions in overall, they find too
expensive in terms of methods employed, the time consumed and the resources used.
Other Issues: This method is highly labor intensive in nature. As there are chances of
increase in project activities large and complicated networks are developed as many task
dependencies come into existence. If two activities share common resources, this
technique won’t find very apt for the project.
Readings
Kalpana R.(PERT): Origin, Methodology, Advantages and
Limitations from
http://www.businessmanagementideas.com/business/pert-origin-
methodology-advantages-and-limitations/535
Anonymous: What is PERT?? - Advantages & Disadvantages from

https://learnandearnd5.blogspot.com/2017/09/what-is-pert-advantages-disadvantages.html
Retrieved September 10, 2017
Assessment Tasks
A. Written Test
1. What is PERT?
A. Is the statistical tool, used in project management.
B. Critical path method
C. The minimum possible time required to accomplish an activity

2. What is pessimistic time?
A. The minimum possible time required to accomplish an activity
B. The maximum possible time required to accomplish an activity (p).
C. The best estimate of time required to accomplish an activity.
3. What is dangling error?
A. Drawing an endless loop in a network
B. Unnecessarily inserting the dummy activity in network logic.
C. To disconnect an activity before the completion of all activities in a network
Diagram
4. What is redundancy error?
A. Unnecessarily inserting the dummy activity in network logic
B. Drawing an endless loop in a network
C. To disconnect an activity before the completion of all activities.
5. In a PERT diagram, what are the main building blocks?
A. Event, predecessor event, and successor event
B. Critical path, lead time and lag time
C. Optimistic time, expected time, and standard deviation of time
6. PERT is acronym for:
a. Project Evaluation Review Technique
b. Project Estimation and Reconciliation Technique
c. Program Estimation and Review Technique
7. A PERT chart is a scheduling tools use to:
a. Hire qualified costumer
b. Ensure quality products
c. Illustrate the dependencies and flow of project events and milestone.
8. A PERT chart is also known as:
a. Network diagram
b. Scatter diagram
c. Cause and effect diagram
9. Which of the following of Critical Path and PERT chart usage?
a. planning

b. scheduling
c. controlling
10.What are the steps in Pert?
a. Time scheduling, Planning, Controlling, Evaluation Scatter diagram, Network
diagram, Calculate Duration for Each Path
b. Planning, Controlling, Evaluation Scatter diagram, Network
diagram, Calculate Duration for Each Path, Find all possible paths
c. Identify the specific activities and milestone.
Determine the proper sequence of the activities.
Construct a network diagram.
Estimate the time required for each activity
Determine the critical path.
Update the PERT chart as the project progresses.
Determine the duration of the project given.

Activity Predecesso Optimistic Normal Pessimistic Te
r (B) (m) (P) (B+4m+P) / 6
6. A … 12 18 60 ?
7. B … 3 15 9 ?
8. C A 4 25 7 ?
9. D A 4 16 10 ?
10. E B,C 4 18 7 ?
Estimate the time required for each activity.
11. a. 22.0 hrs. b. 23.0 hrs. c. 24.0 hrs d. 26.0 hrs.


6. A
7. B

8. C
9. A
10. A
6. a
7. c
8. a
9. b
10. c
11. c
12. d
13. a
14. d
15. a



Module 5
Topic: Project Monitoring of
Community Projects
Marion A. Crisencio, Ed.D.

Facilitator
Lesson 7.1: Amelou P. Duria “Need for Project Monitoring “

Lesson 7.2: Catherine N. Luna “Benefits of a Monitoring System”
Lesson 7.3: Jasmin L. Subeldia “Features of Monitoring System”
Contributors
LESSON 7.1: NEED FOR PROJECT MONITORING

4. Discuss what is project monitoring and needs for project
monitoring.
5. Create and Design a record/plan for project monitoring.

Pre service teachers should understand that:

1. Project Monitoring is the systematic gathering and analyzing of information that
will help measure progress on an aspect of your project.
Essential Questions
1. What is the purpose of project monitoring?
2. How is project monitoring can be done?
Essential Learning
Project Monitoring
Before undertaking any monitoring it is important to consider:
 Why you want to monitor

 What you will monitor
 Key features of effective monitoring
Why you want to monitor?

Keeping records and monitoring activities helps people see progress and builds
a sense of achievement. Records can be useful and even essential when
promoting the group or applying for funding.
Monitoring also has significance for the wider field of conservation. Ecosystem
monitoring is not a fully developed science, so any work undertaken by your
group has the potential to contribute to the refinement of measures of ecosystem
health.
What you will monitor

The following list of questions will help you decide on your monitoring objectives:
 What information will help us make informed decisions? What will help us
know that our project/group is on track?

 What’s the appropriate scale for monitoring e.g. catchment, district,
reserve boundary, whole forest or whole ecosystem?
 What are our timeframes for monitoring e.g. days, months or years?
 Do we need input from other groups or agencies?
Features of effective monitoring

Monitoring can be considered to be effective when:
 Scientifically valid techniques are used.

 Aspects relevant to your project are measured.
 It’s carried out regularly and consistently.
 Accurate records are kept.
 It is used as part of your evaluation to support or adjust project goals and
actions.
Evaluation provides an opportunity to reflect and learn from what you’ve done,
assess the outcomes and effectiveness of a project and think about new ways of
doing things. In other words, it informs your future actions.
Evaluation should ideally be factored into your initial project planning (see setting
your direction). When you are setting your vision, goals and actions, you need to
be considering how and when you’ll check your progress against them. You
may decide that you will:
 Refine your project as you go, so that evaluation is part of your regular
project activities.
 Evaluate the project at agreed milestones e.g. on a yearly basis or after
major activities.
 Carry out an initial baseline exercise against which you compare progress
at the end of the project.
To ensure your evaluation is effective, it is important to consider:
Having ways to check on your progress (monitoring) and take stock of where
things are at on a regular basis (evaluation), are important for your group to
function effectively.
Readings

http://www.google.com/project-monitoring/
LESSON 7.2: BENEFITS OF A MONITORING SYSTEM

12. Discuss the purpose of a monitoring system?
2. Analyze the impact of a good monitoring system.

1. There is no management without monitoring.
2. Monitoring system helps ensure that the project is efficiently
implemented,
is reaching the intended target groups and is achieving its intended
objectives.
Essential Questions
1. What is the purpose of a monitoring system?
2. What is the impact of good monitoring system?
Essential Learning
When you design a monitoring system,
you are taking formative view point and establishing a system
that will provide useful information on an ongoing basis so what

you can improve what you do and how you do it.
Under monitoring we look at the process an organization could go through to
design a monitoring system.
Monitoring Involves:
 Establishing indicators of efficiency, effectiveness and impact;
 Setting up systems to collect information relating to these indicators;
 Collecting and recording the information:
 Analyzing the information;
 Using the information to inform day-to-day management
Methods of Monitoring
 First hand information
 Citizens reporting
 Surveys
 Formal reports by project/ programme staff
 Project status report
 Project schedule chart
 Project financial status report
 Informal reports
 Graphic representation
Tools for monitoring

Verbal communication Reports
Written communication Diary Note
Meetings
The fundamental principle of a Monitoring system is to

allow users to capture data, process and disseminate
information in a systematic way. Monitoring system
enables us to measure trends of various indicators
based on the data collected in the field.

What should we do to achieve the
intended objectives?
Collecting Data
In preparing the monitoring setup, it is good to check the following questions:
 For which indicators are data currently being collected?
 What are key information sources? Are representatives from these
information sources already involved in the IMS process?
 How valid and accurate are the data?
 Are the data easily accessible and available?
 Are there any costs associated with acquiring the data?
 For those indicators where no data currently exists, which steps should be
taken to collect new data?
 How expensive would a new data collection effort be?
Ideally most monitoring processes include collecting both quantitative and

qualitative data.
 Quantitative data is information that can be counted and measured.

Quantitative environmental data focuses on actual environmental
improvements, such as the amount of waste reduced or energy saved.
Mechanisms for collecting quantitative environmental data are usually
programme-specific, such as using water meters to measure actual water
consumption.
 Qualitative data is a more difficult measurement of programme success. It

includes assessments of problems encountered, stakeholder satisfaction,
and unanticipated benefits. Qualitative data can give a real understanding of
the actual impact the actions are making on people's lives. It is usually
collected through instruments such as surveys and personal interviews.

An effective monitoring and reporting system ideally includes the following
elements:
• Clearly articulated targets and a set of indicators to measure performance;
• A schedule and set of guidelines for all responsible parties to report to each other;
• An opportunity for responsible parties and stakeholders to periodically meet to
coordinate actions and review each other's performance
• A link between the evaluation reports and relevant statutory planning cycles of the
municipality, such as annual budgeting and capital planning, so that the
municipality
can adjust its plans as based on the actions taken by other sectors.
What are the characteristics of an excellent monitoring system?

Each project is unique. It is therefore suggested that prior to starting a project, a
discussion should ensure to try and identify these. Among them could be: simple,
quickly provides information for corrective action, cost-effective, flexible,
accurate, comprehensive, relevant, accessible, leads to learning, transparent,
and shares information up and down.
 Help you identify problems and their causes;

 Suggest possible solutions to problem
 Raise question about assumptions and strategy;
 Push to reflect on where you are going and how you are getting there;
 Provide you with information and insights;
 Encourage you to act on the information and insights;
 Increase the likelihood that you will make a positive development
difference.
A good monitoring system helps ensure that a project;

 Is being efficiently implemented
 Is reaching the intended target groups
 Is achieving its intended objectives

A good monitoring system will;
 Monitor the use of project inputs
 Monitor the effectiveness of the project implementation process
 Monitor the production of project inputs
 Assess project impacts on the target communities
 Assess the effectiveness of project outputs in producing the intended
short-term and long-term impacts.
 Assess the extent to which those impacts can be attributed to the effects
of the project.
This is the end of the lesson 7.2 benefits of monitoring system. After
reading and studying the entire lesson at the module 5 you may proceed
to answer the activity.
Readings
Bamberger M. (1999, Dec.2) Designing a monitoring and evaluation

Retrieved from: www. sitesources:worldbank. org>mepress
Bartle,P. (2011,Sept.30) The nature of monitoring and evaluation definition and

purpose.
Retrieved from: http://cec.vcn.bc.ca/cmp/modules/mon-wht.htm
IFRC.(2011) Project/Programme monitoring and evaluation (M&E) guide
Retrieved from: www.ifrc.org>IFRC-ME-GUIDE-8-2011
Ispatguro (2017,march 20) project monitoring

Retrieved from: http://ispatguru.com/project-monitoring/
Knowledgehut Editor, (2017,July 25) How important is project monitoring

Retrieved from: https://www.knowledgehut.com/blog/project-
managpement/importantp-project-monitoring-implement-ai
Otieno, F.A.The roles of monitoring and evaluation in a project.

Retrieved from: https://www.irbnet.de>iconda>CIB8942
SRengasamy, There is no management without monitoring

https://www.slideshare.net/mobile/srengasamy/project-monitoring-evaluation-s-
presentation
https://evaluateblog.wordpress.com/2013/07/02/types-of-monitoring-in-
monitoring-and-evaluation-me/
https://www.doc.govt.nz/get-involved/run-a-project/community-project-
guidelines/monitor-and-evaluate-progress/
https://www.fundsforngos.org/featured-articles/monitoring-evaluation-important-
ngos/
LESSON 7.3: FEATURES OF MONITORING SYSTEM

1. Identify the features of monitoring system

2. Explain the features of monitoring system

 Monitoring system refers to all the indicators, tools and processes that you will
use to measure if a program has been implemented according to the plan
(monitoring).
 Monitoring system is the systematic and routine collection of data during project
implementation for the purpose of establishing whether an intervention is moving
towards the set objectives or project goals.
Essential Questions
1. What are the features of Monitoring system?
2. Why do we need to consider these features?
Essential Learning
A well-designed M&E system should describe in detail the following

things:

1. Methodology or Processes for collecting and using data
2. Purpose/uses of the data collected
3. Type of data to be collected (both qualitative and quantitative)
4. Frequency of data collection
A good M&E system helps identify promising interventions early so that they can
potentially be implemented elsewhere. Having data available about how well a
particular project, practice, program, or policy works, it provides useful
information for formulating and justifying budget requests. It also allows judicious
allocation of scarce resources to the interventions that will provide the greatest
benefit.
The key characteristics of an effective M&E system are the following:

1. It measures and reports on outputs that reflect the critical stated strategic
objectives of the organization;
2. It provides clear indicators against which the organization is working, and
being measured; and that within the organization, information for the outputs
being measured is available and verifiable.

3. A good M&E system identifies the key issues and root of the problems that
you want to address
4. It must be cost-effective for the operating unit
5. It must be result oriented
6. The M&E system must itself be monitored and updated regularly
7. It must track and effectively support the policy reform process
8. Provides a user-friendly means of understanding the current status of the
relevant policy
9. Provides a rationale for how future performance targets are set
10. It must be computerized
11. It must make the decision making at management level easy and efficient
12. It must determine the appropriateness of the institutional mechanism
undertaken
13. An effective M&E System must have ways to report the findings to those
who can take action and use the findings for positive change
14. It must identify the responsible persons and the finalize the actions
agreed
15. An effective and very good M&E system will be the one which reports its
findings in a positive way and as constructive criticism.
The standard criteria for assessing the quality of your M&E system are:
 Utility Will the M&E system serve the practical information needs of intended
users;

 Feasibility Are the methods, sequences, timing and processing procedures
proposed realistic, prudent and cost effective;
 Propriety Will the M&E activities be conducted legally, ethically and with due
regard for the welfare of those affected by its results;
 Accuracy Will the M&E outputs reveal and convey technically adequate
information.
Monitoring systems often have a number of common features, including

the following:
1. Analysis in real time. A good system will offer a continuous monitoring, which has
no delays, or at least those delays are minimum.
2. System alerts. Once a particular event happens, a notice, which will reach the
right people, will be generated. Alerts can normally be configured so that the
event that triggers them can be selected (for example, a hard disk reaching its
maximum capacity).
3. Notifications by various means (email, SMS, etc.) in order for the message to
reach the right people. There you go, another reason why you need a monitoring
system
4. Graphic visualization. In order to facilitate the analysis of the data provided, the
monitoring tool will create graphs with the data provided; these graphs will be
preferably friendly and easy to understand.
5. Production of reports. In order to present the data to clients or different
departments of the company, the monitoring system should allow reporting.
6. Record Available. When generating a record with previous monitoring, it will be
easier to evaluate the evolution of the operation of the monitored systems. In
addition, and based on this, it will also be easier to prevent and decide some
measures that we must take in the future, such as the acquisition of new
hardware.
7. Possibility of installing plug-ins, which may exist in a generic way or may even be
created ad hoc to meet the particular needs of a client.

8. Distinction by type of user. The data accessed by each user will be different
depending on the permissions available.
Features of effective monitoring

Monitoring can be considered to be effective when:
 Scientifically valid techniques are used.
 Aspects relevant to your project are measured.
 It's carried out regularly and consistently.
 Accurate records are kept.
 It is used as part of your evaluation to support or adjust project goals and
actions.
Readings
http://cec.vcn.bc.ca/cmp/modules/mon-wht.htm
http://www.mnestudies.com/monitoring/characteristics-good-monitoring-
evaluation-system
https://pandorafms.com/en/

LESSON 7.5: Objectives of Monitoring System

1. Discuss the significance of objectives of monitoring system
2. Create objectives of the monitoring system in evaluating a community
project.

1. Objectives in monitoring system are important in evaluating and monitoring
the community project.
2. The success of the community project is determined through the use of the
monitoring system.
Essential Questions
1. What is it important to monitor the community project?
2. Why is monitoring system important in evaluating the
community project?

Essential Learning
Definition of project monitoring
 Project monitoring is defined as a process which is performed to track the

progress of project execution so that potential problems can be identified well in
time for the taking of the corrective actions for the purpose of controlling the
execution of the project. It is a continuing function during project implementation
which provides management of an ongoing development intervention with
indications of the extent of progress and achievement of objectives and progress
in the use of allocated funds. It provides information and ensures the use of such
information by management to assess project effects – both intentional and
unintentional – and their impact. It aims at determining whether or not the
intended project goals and objectives are being on the track.
 Project monitoring can also be defined as the ongoing process by which

management gets regular feedback on the progress being made towards
achieving the goals and objectives of the project. It focuses on reviewing of
progress against achieving of goals. In other words, monitoring is not only
concerned with the taking of the actions but is also concerned with making the
progress towards achievement of the results. In the more limited approach,
monitoring can focus on tracking project with regards to the use of the resources.
In the broader approach, monitoring also involves tracking strategies and actions
being taken by management, and figuring out what new strategies and actions
need to be taken to ensure progress towards the project objectives.
Why is it Important to Monitor the project?
 Project monitoring provides opportunities at regular predetermined points to

validate the logical progress of the project, its activities and their implementation
and to make adjustments as needed. Good planning and designs alone do not
ensure results in the execution of the project. Progress towards achieving results
needs to be monitored. Equally, no amount of good monitoring alone can correct
poor project designs, plans and results. Information from monitoring needs to be
used to encourage improvements or reinforce plans. Information from systematic
monitoring also provides critical input for project evaluation. It is very difficult to
evaluate project progress which is not well designed and which is not
systematically monitored.

 Project monitoring provides records of activities and results, and signals
problems to be remedied along the way. It is normally descriptive in nature and
does not explain why a particular problem has arisen, or why a particular
outcome has occurred or failed to occur. It helps the management for the fine-
tuning of the implementation activities, reorientation of the project implementation
by making appropriate changes in future planning. Without effective monitoring it
is normally impossible to judge if work is going in the right direction, whether
progress and success can be claimed and how further efforts can be improved.
OBJECTIVES OF MONITORING SYSTEM
Objective: Learning
 To meet this objective you collect information about the progress of your
project or programme, about the intended or unintended effects, about
developments in the environment and about obstacles that you encounter.
You use this information to reflect on your points of departure and your
assumptions about the problem or about the possible solutions or the
knowledge needed to find solutions. This might lead to the conclusion that
you have to revise your automatic assumptions.
 Target group: In terms of learning, an important target group are those
who are directly involved in carrying out the project or programme. Other
important target groups are people engaged in related experiments,
managers and financiers. Policymakers should be involved in the process,
particularly when reflecting on institutional barriers.
Objective: Accountability
 The question of accountability mainly concerns whether you have
achieved the goals that have been set and have made effective use of the
resources provided.
 Target group: In this case, the target group is usually the client or financier
of a project or programme. In the case of national, government-financed
programmes it is the government and parliament.
Objective: Intervention or Adaptation

 Here the objective of the monitoring and evaluation is to decide whether
the transition project or programme needs to be modified, for example in
terms of the activities or target groups. This step is an integral part
of reflexive monitoring.
 Target group: Where adaptation is concerned, the most important target
groups in reflexive monitoring are stakeholders and the programme
management. But interventions or adaptations can also arise from the
conclusions reached by clients/financiers as to whether the money has
been properly spent, in which case the client and the programme
management are the most important target groups.
Objective: Generating enthusiasm and transferring knowledge

 Creating enthusiasm and transferring knowledge can contribute to the
legitimacy of system innovations and help increase support for anchoring
them in an organisation.
 Target group: The target group consists of the client/financiers and
potential or existing fellow innovators, possible future financiers and
insurers, regulators or a wider public.
When setting your monitoring strategy, there are four objectives to keep mind:
 Make sure your business requirements are fulfilled. Without the

business, there is no purpose of having the technology assets that come
along with it. For this reason, it would make sense that this would be the
starting point in building a framework. Generally, you want to determine
how services are being delivered so you know what needs monitoring. You
also want to know the service level agreements in place for setting the
appropriate thresholds. Moreover, you want to know how the business is
expected to grow. This is crucial because more business means demand
for more capacity and more capacity means more licensing and labor
costs. There are many more factors that come into play, but the key is to
determine what you need to monitor and your failure tolerance levels.
 Implement your monitoring with your services and applications

being the focal point. System monitoring is the way of the past.
Technology advances come with the baggage of increased complexity in
today’s data center and cloud environments. Consequently, it is
meaningless to just know that a system has failed. Take for example a pair
of clustered servers. In the event that one of the servers in the cluster
goes down, is the outage really impactful? Possibly. The server admin
may report that all services failed over properly at the OS level. However,
application support may report that their application is processing requests
very slowly hence the end users will also be complaining. How could this
be? One likely case may be that the application was designed to utilize
both servers to its full capacity. For this reason, it is preferred to monitor at
the application and business service level. This way, in the event of a
server failure, you would be made aware of the application being in a
degraded state.
 Select the proper tools. With so many tools available today it can be a

tedious task in selecting the proper tool(s). You have to consider the
features, the cost, function overlaps with other tools, level of difficulty to

implement/support, and many other factors. This can be time consuming
and even political, but at the same time it is necessary because these
tools can be costly. In order to aid this process, there are two things to
keep in mind. First, think integration. Tool integration allows for flexibility
and collaboration of multi-vendor tools. This way you can benefit from the
best features in each tool and aggregate data collected from the tools for
analytics. Second, above all, make sure the tool can perform as expected.
If this means going through an extensive proof of concept life cycle, it may
be worth your while.
 Involve your operations teams. Monitoring tools are usually purchased
with a specific purpose in mind but the process necessary to make the
tools effective are overlooked and, at best, implemented in the rear. This
should be the complete opposite and in a sense, if the monitoring
solutions were to be a product, the operations teams would be the
customers. In other words, the monitoring solution should be tailored for
the operations team so it can enable them to be efficient and effective in
responding to outages and performance problems. This entails careful
planning and involving them during the tool selection process. It is also
important to provide proper training on the use of tools, creation of run
books, and a continuous improvement effort to maintain the sharpness of
the tools.

Overall, implementing a successful monitoring strategy should reduce down time

and provide operational efficiencies.
Readings
 Burke, R., (1999) Project Management – Planning and Control Techniques, Third
Edition.
 Kerzner, H. (1997) Project Management A systems Approach to Planning,
Scheduling and Controlling, Van Nostrand Reinhold.
 Kerzner, H. (1998) In search of Excellence in Project Management, Van
Nostrand Reinhold.
 Otieno, FAO (1999) Business Strategy Assignment Three and Four – Company
Analysis of the University of Durban-Westville, South Africa.
 Project Management Institute (PMI). (1996) A Guide to the Project Management
Body of Knowledge. Wild, R., (1995) Production and Operations Management,
Holt, Rinehart and Winston.

 Van Der Waldt, Andre (1998) Project Management for Strategic Change and
Upliftment, International
 https://www.doc.govt.nz/get-involved/run-a-project/community-project-
guidelines/monitor-and-evaluate-progress/
Assessment Tasks
A. Written Test
14. The systematic gathering and analyzing of information that will help
measure progress on an aspect of your project.
a. Evaluation
b. Project Monitoring
c. Scientifically valid techniques
d. Frequency of data project
15. What isa well-designed M&E system should describe?

e. Purpose/uses of the data collected
f. Data to be collected only a qualitative
g. Methodology or Processes for collecting and using question
h. Frequency of data project
16. It is the systematic and routine collection of data during project

implementation for the purpose of establishing whether an intervention is
moving towards the set objectives or project goals.
a. Benefits of Monitoring

c. Monitoring System
d. Objectives of Monitoring
17. Provides an opportunity to reflect and learn from what you’ve done,
assess the outcomes and effectiveness of a project.
a. Frequency of data project
c. Monitoring
d. Evaluation
18. Has significance for the wider field of conservation.

a. Frequency of data project
c. Monitoring
d. Evaluation
19. How monitoring system enable us to measure trends of various indicators?
A. Based on assessment
B. Based on data collected
C. Based on project inputs
D. Based on target groups
20. What is the possible impact of a good monitoring system?
A. Achievement of intended objectives

B. Collecting data
C. Monitor the use of project inputs
D. Suggest possible solutions to a problem

31. B
32. A
33. C

34. D
35. C
36. B
37. A

Topic: Project Proposal and Schedule of Activities, Areas of Concerns in Educating A Community

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Polytechnic University of the Philippines

Unisan, Quezon Branch

Institute of Open and Distance Education

An Outcome-Based Education Module

Lesson 1: Project Proposal

______– Education in Community Development Page 1

Intended Learning Outcomes

After reading this module, you will be able to do these:

1. Discuss the significance of a project proposal.

Pre service teachers should understand that:

______– Education in Community Development Page 2

2. Executive Summary Content : a brief summary of the proposal length; one

______– Education in Community Development Page 3

2. WRITE A SUPER EXECUTIVE SUMMARY

3. GET TO THE POINT ( Precise)

4. EXPLAIN HOW WILL YOU ACHIVE THE GOAL

______– Education in Community Development Page 4

Adapted from Guidelines at the Penn State Learning Factory:

Project Manager.com 2018. Tips to create better proposal

______– Education in Community Development Page 5

LESSON 2.1: LITERACY PROJECTS: BASIC LITERACY

Intended Learning Outcomes

After reading this module, you will be able to do these:

______– Education in Community Development Page 6

1. Facilitator-Aided Instruction who handles the Lower Elementary Level, he

______– Education in Community Development Page 7

2. Transition to self learning / Autonomous Learning, the process used are:

3. Self-learning Stage, the method of teaching are:

Santos, M.A. (2014). Effective leadership in the organization (small letters)

______– Education in Community Development Page 8

Intended Learning Outcomes

After reading this module, you will be able to do these:

Preservice teachers should understand that:

2. The success of Rural Development Projects is determined by Education,

______– Education in Community Development Page 9

RURAL DEVELOPMENT is the process of improving the quality of life and

______– Education in Community Development Page 10

______– Education in Community Development Page 11

______– Education in Community Development Page 12

RURAL DEVELOPMENT IS NEEDED BECAUSE:

______– Education in Community Development Page 13

______– Education in Community Development Page 14

Intended Learning Outcomes

After reading this module, you will be able to do these:

Preservice teachers should understand that:

______– Education in Community Development Page 15

Occupational Skills Training (OST) is an effective, economical

This program provides the opportunity for students to receive hands-

Occupational Skills Training provides Clients with the knowledge and

A variety of occupational areas may be appropriate for the OST program.

CHARACTERISTICS OF OCCUPATIONAL SKILLS TRAINING:

______– Education in Community Development Page 16

In planning or proposing Training for Occupational Skills, we can consider

Vocational Skills Project Proposal

Vocational Training Scheme.

Why funds are needed

______– Education in Community Development Page 17

Objectives of the Project

1. To provide vocational training to unemployed youths and recent school-

2. To empower young people to believe in their dreams and to enable the

How funds will be used

Proposed Vocational Training Courses