Lecture 4

Policy Objectives

Revised Version by PS-

 LEARNING OUTCOMES
At the end of the lecture, the participants
should be able to:
a. Define what a policy objective is;
b. Identify the policy objectives (goals,
outcomes, and outputs) of a particular
DepEd Order

Revised Version by PS-PRD

 OUTLINE
A.Overview of Theory of Change
B.Workshop on identifying policy objectives
(goal, outcomes, and output)

Revised Version by PS-PRD

 4

Identifying objectives: pre-test

Revised Version by PS-PRD

1. The immediate results of program activities. This term
relates to the direct products or deliverables of program
activities, such as counselling sessions completed, the
people reached and the materials were distributed. This
refers to an:

a. Input
b. Output
c. Outcome
d. Impact / Goal

Revised Version by PS-PRD

2. The intermediate changes that a program effects on target
audiences or populations, such as change in knowledge,
attitudes, beliefs, skills, behaviors, access to services, and
policies. This refers to an:

a. Input
b. Output
c. Outcome
d. Impact / Goal

Revised Version by PS-PRD

3. The longer range, cumulative effect of programs over time
on what they ultimately aim to change. Often, this effect will
be a population-level education outcome such as improved
school readiness. This refers to an:

a. Input
b. Output
c. Outcome
d. Impact / Goal

Revised Version by PS-PRD

4. A resource used in a program, including financial and
human resources from a variety of sources, as well as
curricula, materials, etc. This refers to an:

a. Input
b. Output
c. Outcome
d. Impact / Goal

Revised Version by PS-PRD

 9

Revised Version by PS-PRD

Theory of Change (ToC)
(MBT-MLE)

Theory of Change (ToC)

• An ongoing process of reflection to explore change
and how it happens - and what it means in a particular
context, sector, and/or group of people.

• A theory of change is a road map of where we are

going (results) and how we are getting there (process).

Source: Guterty, Mary Kay, and Dean Karlan (2018)

Revised Version by PS-PRD

 Causal Hypothesis

If (inputs) produce (outputs), this

should lead to (outcomes) which will
ultimately contribute to the (goal).

Revised Version by PS-PRD

Source: Innovations for Poverty Action Theory of Change lecture slides
Revised Version by PS-PRD
 15

Theory of Change (ToC)

Source: Innovations for Poverty Action Theory of Change lecture slides

 Goal
Hierarchy of
Objectives
Outcomes

Outputs

Inputs

DEPARTMENT OF EDUCATION
 HIERARCHY OF OBJECTIVES

• Actual or intended changes in human

development as measured by people’s well-
being; improvements in people’s lives
Goal • What are we trying to achieve? Why are we
working on this problem? What is our overall
goal?

● Your projects will contribute to this “big picture objective”.

● See Policy Statement, Rationale and Scope
● Example: DO 13, s. 2015 - Education outcomes are
effectively and efficiently achieved

UNDP M&E Handbook 2009 DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION
 Inputs/Activities Outputs Outcomes Goal

Development of
MT textbooks and
mother tongue (MT) K-3 classes taught in
localized resources
the MT
Improved
textbooks and
produced reading scores;
localized resources
K-3 students can higher
Training of teachers write in the MT comprehension
Teachers trained in
to teach in the MT
the MT scores
K-3 students can read
in and comprehend Improved LAPG,
Translation of in the MT
curriculum guide and
Translated ELLNA, NAT
curriculum guide and
teaching guide to MT K-3 students can
scores
teaching guide
compute in MT

Reduced Reduced dropout

absenteeism

Greater class
participation

Situation/Context Analysis:
Low literacy rates among Filipino learners; studies have shown that students who learn using their mother
tongue language gain higher learning outcomes
 HIERARCHY OF OBJECTIVES

• The short-term and medium term effects of an

intervention’s outputs; change in development
conditions
• They normally relate to changes in institutional
Outcomes performance or behavior among individuals or
groups.
• Where do we want to be in five years? What are the most
immediate things we are trying to change? What are the
things that must be in place first before we can achieve our
goals and have an impact?

● Statement of benefits (target groups) resulting from the

outputs. Direct or immediate effect of the interventions.
● See Policy Statement, Rationale and Scope
● Example: DO 13, s. 2015 - DepEd offices developed
policies through established policy development process

UNDP M&E Handbook 2009 DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION
 Inputs/Activities Outputs Outcomes Goal

Development of
MT textbooks and
mother tongue (MT) K-3 classes taught in
localized resources
textbooks and the MT
produced
localized resources Improved reading
K-3 students can scores; higher
write in the MT comprehension
Training of teachers
Teachers trained in scores
to teach in the MT
the MT
K-3 students can read Improved LAPG,
in and comprehend ELLNA, NAT scores
Translation of in the MT
Translated
curriculum guide and
curriculum guide and
teaching guide to MT K-3 students can Reduced dropout
teaching guide
compute in MT

Reduced
absenteeism

Greater class
participation

Situation/Context Analysis:
Low literacy rates among Filipino learners; studies have shown that students who learn using their mother
tongue language gain higher learning outcomes
 HIERARCHY OF OBJECTIVES

• The products, capital goods and services

that result from development interventions
• What are the things that need to be
Outputs produced or provided through projects or
programs for us to achieve our short- to
medium- term results? What are the things
that different stakeholders must provide?

● Deliverables to produce in implementing the policy

● See Procedures, Roles and Responsibilities
● Example: DO 13, s. 2015 - Proposed policies compliant with
policy standards, DepEd policies issued, Policies
reviewed/evaluated

UNDP M&E Handbook 2009 DEPARTMENT OF EDUCATION

DEPARTMENT OF EDUCATION
 Inputs/Activities Outputs Outcomes Goal

Development of
mother tongue (MT) MT textbooks K-3 classes taught in
textbooks and and localized the MT
localized resources Improved reading
resources
K-3 students can scores; higher
produced write in the MT comprehension
Training of teachers
scores
to teach in the MT
Teachers K-3 students can read Improved LAPG,
trained in the in and comprehend ELLNA, NAT scores
Translation of in the MT
curriculum guide and
MT
teaching guide to MT K-3 students can Reduced dropout
compute in MT
Translated
curriculum Reduced
guide and absenteeism
teaching guide
Greater class
participation

Situation/Context Analysis:
Low literacy rates among Filipino learners; studies have shown that students who learn using their mother
tongue language gain higher learning outcomes
DEPARTMENT OF EDUCATION
 Inputs/Activities Outputs Outcomes Goal

Development of MT textbooks and

K-3 classes taught in
mother tongue localized resources
the MT
produced
(MT) textbooks Improved reading
and localized K-3 students can scores; higher
write in the MT comprehension
resources Teachers trained in scores
the MT
K-3 students can read Improved LAPG,
Training of in and comprehend ELLNA, NAT scores
teachers to Translated in the MT
teach in the MT curriculum guide and
teaching guide K-3 students can Reduced dropout
compute in MT

Translation of Reduced
curriculum absenteeism

guide and
Greater class
teaching guide participation
to MT
Situation/Context Analysis:
Low literacy rates among Filipino learners; studies have shown that students who learn using their mother
tongue language gain higher learning outcomes
Source: Innovations for Poverty Action Theory of Change lecture slides
Revised Version by PS-PRD
Source: Innovations for Poverty Action Theory of Change lecture slides
Revised Version by PS-PRD
 INPUT/ACTIVITIES OUTPUT OUTCOME GOAL/IMPACT

Conduct of literacy Increased

training courses Increased
literacy access to
Adults higher skill
Facilities completed jobs
literacy More
Trainers courses employment Higher
opportunities income
Materials levels

IMPLEMENTATION RESULTS

Revised Version by PS-PRD

 END

Revised Version by PS-