2010 10 22_faciltators guidelines_eng_post nairobi revisions_vk_doc

Regional Skills-building Workshops in Evidence-based
Programming, Monitoring, Evaluation, and Knowledge
Management of Programmes to End Violence Against Women
and Girls for Grantees of the UN Trust Fund in Support of
Actions to End Violence against Women
Facilitator’s Guide
1

Acknowledgments
The materials for this training course were compiled and adapted by the International Center for
Research on Women (ICRW) for the United Nations Trust Fund to End Violence against Women.
ICRW would like to thank our partners and colleagues at the South African Medical Research
Council (MRC) based in Cape Town, South Africa, and the Addis Continental Institute of Public
Health (ACIPH) in Addis Ababa, Ethiopia, who provided critical input and support for the
development and piloting of this training course.
The curriculum was based on the following sources:
Gage A, and Dunn M. MODULE II - Monitoring and Evaluating Gender-based Violence Prevention and
Mitigation Programs: A Facilitator’s Training Guide. June 24, 2009
With support from the U.S. Agency for International Development (USAID) under the terms of the
Cooperative Agreement GPO-A-00-03-0003-00.
Gage A, and Dunn M. MODULE II - Monitoring and Evaluating Gender-based Violence Prevention and
Mitigation Programs: June 24, 2009
Ellsberg M, and Heise L. Researching Violence Against Women: A Practical Guide for Researchers and
Activist. Washington DC: World Health Organization, PATH; 2005
Ellsberg M, and Heise L Researching Violence Against Women: A Training Course for Researchers and
Activists. Washington DC: World Health Organization, PATH; 2005
2

Bloom S. Violence Against Women and Girls: A Compendium of Monitoring and Evaluation
Indicators. October 2008. MS-08-30. Chapel Hill, NC: Carolina Population
Center, the University of North Carolina and Chapel Hill.
We gratefully acknowledge permission to adapt and reprint these materials.
3

TABLE OF CONTENTS
Introduction
Session 1 Introduction to the Course
Session 2 What is M&E? What is the purpose of M&E?
Session 3 Evidence-based programming for VAW
Session 4 Program Goals and Objectives
Session 5 Monitoring and Evaluation Frameworks
Session 6 Choosing Appropriate Indicators for Different Types of
Interventions
Session 7 Indicators for VAW Programs
Session 8 Quantitative Evaluation Designs
Session 9 Quantitative Methods and Tools for Measuring VAW
Session 10 From Research to Action
Appendices
Appendix I Handouts
Appendix II M&E Knowledge and Skills – Participant Self-Assessment
Appendix III M&E Workshop Evaluation
Appendix IV Indicator Reference Sheet
Appendix V Agenda
4

Introduction
This workshop was built using existing tools and experiences in order to develop and
implement workshops to meet the specific needs of UN Trust Fund grantees, with
materials were drawn from MODULE II - Monitoring and Evaluating Gender-based
Violence Prevention and Mitigation Programs (Measure Evaluation) and from the training
course: Researching Violence Against Women: A Training Course for Researchers and Activists
(PATH/WHO, 2009). The workshop is designed specifically for Grantees of the UN
Trust Fund in Support of Actions to End Violence against Women. The goal of the
workshop is to provide UN Trust Fund grantees with the skills and knowledge to
design programs with a strong M&E focus, to understand the specific methodological
and ethical challenges for conducting research on violence against women, and to
become engaged as active partners in the implementation of M&E activities. The
workshop is practical and interactive, utilizing participants own experiences as well as
case studies in the development of M&E skills and knowledge on violence against
women.
The proposed outline serves as a guide for the one-week workshop, starting with the
basics of monitoring and evaluation, then building to incorporate the selection of
indicators, methods, and examples of evidence-based programming. The training
includes short, interactive lectures with practical application of the knowledge and
skills learned, as well as time for the participants to work on their logical frameworks,
a key tool in monitoring and evaluating their programs, and a deliverable to the UN
Trust Fund.
Ideally, the workshop would include no more than 25 participants and should be
facilitated by two or more co-facilitators with complementary backgrounds and
expertise. If one facilitator is a monitoring and evaluation expert, for example, the
second should have expertise in violence against women programming and familiarity
with the methodological and ethical issues specific to this kind of work.
In addition to the group work, facilitators should also encourage participants to share
their experiences as grantees of the UN Trust Fund. Discussions can be used to
highlight any aspect or any stage of the process of developing and evaluating
programs, and to bring up related challenges, questions, or issues. Such discussions
provide participants with an excellent opportunity to engage with the group and get
feedback and suggestions on their strategies, tools, and methodologies.
5

HOW TO USE THE FACILITOR’S GUIDE
This guide is intended to provide understanding and direction on how to successfully
carry out and deliver the workshops. The guide has eleven sessions spread through
five days of training and has been developed to correspond to the curriculum power
point slides. Therefore it will be useful to refer to the corresponding slides, for
content, while reviewing the facilitator’s guide. The guide is divided into five
workshop days and each day has a combination for the following:
1. Session title and number including the approximate time to be devoted to the
session.
2. Session aim and objectives - addressing the overall goal and expectations of the
session.
3. Slide number and title for the session – please refer to the indicated slide
number for more content details.
4. Brainstorming – usually following the slide presentation and includes Questions
and Discussion.
5. Group/Team work – with guidelines on how to organize the participants in
teams so that they work together on specific tasks.
6. Activity – which will often involve a handout with specific tasks for
participants to engage in.
7. A summary of the session’s exercises and activities.
NB: Discussion points and content details are provided in the slide notes.
6

Day 1
I.
INTRODUCTION AND COURSE LOGISTICS
• UN Trust Fund representative(s) introduce the course and provide background
information about the UN Trust Fund.
• Special guest (if present) provides introduction.
• Facilitators, and participants briefly introduce themselves to each other.
• Course logistics are discussed.
7
Session Aim
To provide participants with an overview of the course and its aim and learning
objectives; includes introduction by special guest and representative(s) from the
UN Trust Fund.
Session Objectives
By the end of the session, participants will:
 Know their fellow participants and facilitators better
 Demonstrate an understanding of the course’s aim and learning
objectives
 Share their expectations and personal learning objectives for the course
Session Agenda
• Introductions and course logistics 1 hour
• What do we have in common 30 min
• Expectations and learning objectives 30 min
Total: 2 hours
Session 1: Introduction to the Course

Slides 1-3: Introduction to the Workshop and Workshop Objectives
Slide Slide Notes
Monitoring and Evaluation
Workshop for Grantees
City, Country
Dates
1
No Notes
Slide Not Numbered.
1
Session 1
Introduction to the Workshop
Adapted from: Module II M&E GBV Prevention and Mitigation Programs,
June 2009
No Notes
2
• Introductions
• Workshop logistics
• What do we have in common?
• Expectations and Learning Objectives
No Notes
8

3
Workshop Objectives
By the end of this workshop, participants will be able
to:
• Differentiate between monitoring and evaluation
• Write/revise goals and smart outcomes for your VAW
program
• Demonstrate an understanding how to develop an
appropriate M & E plan for your program
• Identify criteria for indicator selection and information
sources for VAW indicators, and select appropriate
indicators for your program
• Discuss factors to consider when choosing an evaluation
design
• Demonstrate an understanding of the different methods
used to monitor and evaluate programs
Source: Module II M&E GBV Prevention and Mitigation Programs, June 2009
No Notes
II: WHAT DO WE HAVE IN COMMON?
Ask participants to pair up with someone they don’t know. Give each pair
approximately 10 minutes to interview their partner.
Come back to the large group and ask each participant to introduce his/her partner to
the group.
III: EXPECTATIONS AND LEARNING OBJECTIVES.
Divide participants into groups of three. Ask them to discuss their expectations and
learning objectives for the workshop and list each expectation on separate index
cards. Give participants 10 minutes to discuss.
In plenary, ask a representative from each group to share their expectations and
objectives with the group. Note common themes on a flipchart. Collect all the index
cards, sort them by theme, and tape them on separate flipchart sheets with category
headings.
9

I. WHAT IS MONITORING? WHAT IS EVALUATION?
Plenary Discussion: Ask participants to come up with a list of what monitoring is.
Then ask participants to come up with a list of what evaluation is. How are they
different? How do they fit together? How are they like two sides of a coin? You need
both sides to have a good understanding of how your program is doing.
10
Session Aim:
To clarify participants’ concepts regarding monitoring and evaluation
Session Objectives
 Demonstrate a clear understanding of the definitions of monitoring and
evaluation, how they are different and how they fit together.
 Define formative, outcome, and impact evaluation
Session Agenda
• What is monitoring? What is evaluation? 30 min
• Monitoring and Evaluation Questions 15 min
• Key Elements of an M&E Plan 15 min
• Group Activity: Sample outline of an M&E Plan 15 min
• Plenary Discussion 15 min
Total: 1 hour 30 min
Session 2: What is M&E? What is the Purpose of M&E?

Slides 4-9: Monitoring and Evaluation
Slides Slide notes
Session 2
What is M & E?
What is the Purpose of M &E?
Adaptedfrom: Module II M&E GBV Prevention and Mitigation Programs,
June2009
This section is designed to clarify participants’
concepts regarding M&E.
Plenary discussion: Ask participants to come up
with a list of what monitoring is. Then ask
participants to come up with a list of what evaluation
is. How are they different? How do they fit together?
How are they like two sides of a coin? You need
both sides to have a good understanding of how
your program is doing.
5
Monitoring versus Evaluation
MONITORING =
Tracking changes in program performance over
time
EVALUATION =
Assessing whether objectives have been met
Assessing extent to which program is
responsible for observed changes
Many M&E experts maintain a strict distinction
between monitoring and evaluation. Monitoring is
an ongoing, continuous process of data collection.
Monitoring involves counting what we are doing.
Monitoring involves tracking changes in program
performance over time. Monitoring is sometimes
referred to as process evaluation. Evaluation is the
use of social research methods to systematically
investigate how well program activities have met
expected objectives. Evaluation requires a special
study design. Evaluation sometimes requires a
control or comparison group.
11

Slides Slide notes
6
Illustration of Program Monitoring
Program
start
Program
end
TIME->
Program
indicator
An illustration of program monitoring over time
could look like this. The program indicator being
measured on the “Y” axis could be any element of
the program that needs tracking , such as the
number of community events carried out with anti-
VAW messages. The “X” axis is the time over
which a program runs. Each bar represents the
periodic measurement of the indicator over the
lifetime of the program. As this graph illustrates,
monitoring requires data to construct indicators for
your outcomes of interest at several points. At a
minimum, the program must have all data necessary
to calculate your indicator before or near the start of
the related intervention, and at or after the end of
the intervention. Ideally, monitoring will measure the
indicator at multiple points while the program is
ongoing, both to track incremental program
performance and to determine if activities need
adjustment during the intervention in order to
improve desired outcomes.
Monitoring addresses the following questions:
Are activities carried out as planned? What services
are provided, to whom, when, how often, for how
long, and in what context? Are the services
accessible? Is their quality adequate? Is the target
population being reached?
12

Slides Slide notes
7
Illustration of Program Impact
Program
start
Program
end
TIME->
Change
in
Program
Outcome
With program
Without program
Program
impact
Evaluation addresses the following questions: what
outcomes are observed? Does the program make a
difference? To what extent is the program
responsible for the observed changes?
The latter question is more directed at measuring
program impact. To measure program impact, an
evaluation is typically conducted at the start of the
program and again at the end of a program, rather
than at repeated intervals while the program is being
implemented. At the same time, baseline and follow-
up measurements are made in areas without the
program. Attributing changes in outcomes to a
particular program/intervention requires one to rule
out all other possible explanations. We need to
control for all external or confounding factors that
may account for the results. Therefore, extensive
knowledge of sampling and statistical analysis are
sometimes required for measuring program impact.
There are some similarities between monitoring
and evaluation. Both require knowledge of
baseline values and final values, often with an
interim measurement during the project.
However, evaluation differs crucially from
monitoring in that the goal of evaluation is to
determine how much of the change in outcome is
due to the program or intervention. Evaluation is
fundamentally an analytical exercise to help decision
makers understand when, how, and to what extent
the program is responsible for particular measured
impact. However, relatively few programs go as far
as establishing cause-and-effect between the
program and the change.
Impact Evaluation: isolating the program effect from
the effect of non-program factors, involves rigorous
research design (to be discussed more in-depth later
in the workshop) such as randomization or multi-
level longitudinal analysis.
Note that change can happen in the absence of a
program – discuss with the participants examples of
behavior change they have made in the absence of
programs (for example, going on a diet or watching
what we eat).
13

Slides Slide notes
8
Discussion: Is it Monitoring or Evaluation?
• The Ministry of Women’s Affairs wants to know if
programs carried out in Province A are reducing the
prevalence of intimate partner violence (IPV).
• The UN Trust Fund wants to know how many villages in
Region B have been reached with anti-VAW messages by
your program this year.
Answer to bullet 1: this is evaluation because it is
concerned with the impact of a program;
Answer to bullet 2: this is monitoring because it is
concerned with counting the number of something
(villages reached with anti-VAW messages in Region
B this year).
9
The Purpose of M & E
The purpose of monitoring and evaluation
is to measure program effectiveness.
`
M&E can be used to demonstrate to planners,
donors, and decision makers if programs have truly
had a measurable impact on outcomes of interest.
M&E helps program implementers make informed
decisions about program operations. It helps
programs make the most effective and efficient use
of resources. It helps also to determine exactly where
a program is right on track and where implementers
need to consider making corrections. M&E also
helps one come to objective conclusions regarding
the extent to which a program can be judged a
“success”.
Plenary discussion (to introduce the next slide):
If the participants are fairly advanced and relatively
familiar with the basics of M&E, launch a discussion
of:
What questions or issues are best raised or addressed
through monitoring?
What questions or issues might be better to raise or
address through evaluation.
Efficiency: how inputs are converted to run activities
that lead to outputs – more monitoring.
Effectiveness – program reached its intended
objectives – more evaluation.
II. MONITORING AND EVALUATION QUESTIONS
Plenary Discussion: If the participants are fairly advanced and relatively familiar
with the basics of M&E, launch a discussion of:
• What questions or issues are best raised or addressed through
monitoring?
• What questions or issues might be better to raise or address through
evaluation?
14

Monitoring and Evaluation Questions
Slides Slide notes
10
Is it monitoring? Is it evaluation? Is it impact evaluation?
• Were resources made available to the program in the quantities
and at the times specified by the program plan?
• Were the program activities carried out as planned?
• Which program activities were more effective and which were
less effective?
• Did the expected changes occur? How much change occurred?
• Can improved health outcomes be attributed to program efforts?
• Did the target population benefit from the program and at what
cost?
Discussion:
Monitoring and Evaluation Questions
M&E questions help focus and provide structure to
monitoring and evaluation activities, help guide
M&E planning, facilitate decision making about
what tools and methods to use, and inform
discussions about how M&E results can be used to
improve programs.
One of the first things program managers should ask
themselves is where they want the program to take
them. A careful selection of the questions a
program wants answered through would help in the
development of a monitoring and evaluation plan
and related M&E activities. M&E questions help
focus and provide structure to M&E activities.
Answers
Were resources made available to the program in the
quantity and at the times specified by the program
plan?
Answer: Monitoring
Were the program activities carried out as planned
Answer: Monitoring
Which program activities were more Did the
expected changes occur? How much change
occurred?
Answer: Evaluation
Can improved outcomes be attributed to program
efforts?
Answer: Evaluation
Did the target population benefit from the program
and at what cost?
Answer: Monitoring (Did the target population benefit from
the program?) and Evaluation (At what cost?)
Different stakeholders need answers to different
questions
Remind the group that different stakeholders are
interested in different types of questions. If time
permits, refer back to the set of questions and ask
participants to specify which types of stakeholders
would be interested in each question. Inform the
group that later on, there will be a small group
activity on developing monitoring and evaluation
questions for their GBV intervention areas.
Slide 11: Monitoring and Evaluation across the program life cycle
Slides Slide notes
15

11
M&E Across Program Life Cycle
ASSESSMENT
What is the nature of
the (health) problem?
EVALUATION
How Do I know that the strategy is working?
How do I judge if the intervention is making a
difference?
STRATEGIC PLANNING
What primary objectives should my
program pursue to address this problem?
IMPLEMENTATION/MONITORING
How do I know the activities are being implemented as
designed? How much does implementation vary from site
to site? How can be program become more efficient or
effective?
DESIGN
What strategy, interventions and
approaches should my program
use to achieve these priorities?
3
2
1
3
4
5
At what points of a program lifecycle do you do M&E?
M&E occurs at all stages of the program life cycle.
In phase I of the program lifecycle, sponsors and
program managers identify the needs or problems to
be addressed by the program.
Phase II is the strategic planning stage. Sponsors &
program managers are considering the goals they hope to
accomplish through program activities. Information is
needed to make decisions about how to allocate money
and effort in order to meet identified program needs.
Phase III is the program design stage. The program
may be designed from scratch or an already existing
program may be revised or adapted to meet the specified
goals and objectives. At this stage, information is needed
to address the question “What strategy or interventions
should the program use to achieve these objectives.” M&E
activities may include pilot testing and assessing the
effectiveness and feasibility of alternative methods of
service delivery.
Phase IV is the monitoring stage. The program staff is
trying to operationalize the program, adapt it as necessary
to a particular setting, solve problems that arise and get the
program to a point where it is running smoothly.
Information is needed that describes how the program is
operating and how the program can be improved: To what
extent has the program been implemented as designed?
How much does implementation vary from site to site?
How can the program become more efficient and
effective?
Phase V is the evaluation stage. The program has
become established and information is needed on the
extent to which a program’s highest priority goals have
been achieved. For M&E to be successful, strategic
program planning & developing an M&E strategy should
go hand in hand.
III: KEY ELEMENTS OF AN M&E PLAN
Slides 12-15: Key elements of an M&E Plan
Slides Slide Notes
12
What is an M&E Plan?
An M&E Plan is a document that
describes a system which links strategic
information obtained from various data
collection systems to decisions that will
improve health programs.
The M&E plan describes the strategic information your
program will gather and use for decision making that will
lead to improved programs and ultimately contribute to
ending VAW/G. It is also the fundamental document that
will hold the program accountable and tell you whether
you succeeded or not.
Plan for:
Collection, analysis and use of data for management
purposes and accountability
The M&E activities to be completed
Indicators
Roles and responsibilities of organizations and individuals
How data will be used
Developing an M&E plan is an important step in making
sure that you collect information you need to monitor and
evaluate your program. Although this workshop does not
include participants writing an M&E plan, it is important
16

for participants to understand the full set of issues that,
ideally, stakeholders should agree upon and document for
a program’s M&E plan to be complete.
13
Functions of an M&E Plan
• Describes how the program is going to measure
achievements (ensure Accountability)
• Document consensus (encourage Transparency and
Responsibility)
• Guide M&E implementation (Standardization and
Coordination)
• Preserve Institutional Memory
M&E plan is a living document and needs to be adjusted when
necessary.
In addition to stating how the program is going to measure
what it has achieved, an M&E plan functions to document
consensus, guide implementation, and preserve
institutional memory.
Remember that an M&E plan is a living document and
needs to be adjusted when a program is modified or new
information is needed.
Elements of M&E Plan
1. Brief project description
2. Purpose(s) of M&E plan
3. Brief history of M&E plan development
4. Evaluation framework
5. Indicator system
6. Information system (Data sources)
7. Dissemination and utilization plan
8. Adjustments to M&E plan
It is important to emphasize that M&E plans can be
organized in many ways but that there a number of
elements that should be included in an M&E plan for the
M&E plan to be complete.
15
Group Activity: M&E Plans
• Do you have M&E plans (or something
similar)?
• What are the components of the plans? What
sections do the plans include?
• Look at Handout 1: Template for M&E plan
• What is missing from your programs’ M&E
plans?
• What additional components do your
programs’ M&E plans include?
Facilitate a discussion about key elements of an M&E
plan. Facilitators should begin this section by asking
participants whether their programs have M&E plans and
what sections their plans include. Write down sections
mentioned by participants on a flip chart.
Do participants’ programs have M&E plans?
What sections do the M&E plans include?
Distribute or refer to Handout 1: Sample Outline of an
M&E plan.
It is important to emphasize that M&E plans can be
organized in many ways but that there a number of
elements that should be included in an M&E plan for the
M&E plan to be complete.
Compare the sections in the M&E plan template with the
list compiled from participants’ responses.
What is missing from their program’s M&E plans?
What additional components do their M&E plans include?
17

Group Activity: Distribute Handout 1: Elements of an M&E plan. The facilitator should
combine project teams into groups of four or five participants working on the same
topic within VAW prevention/mitigation (for example, group participants that are
doing community mobilization/awareness raising; one group for participants who are
working on male engagement; etc). If there are several project teams working on the
same subject they should be organized into two or more groups of four to five each.
These groups will be called “working groups” and participants will return to these
same groups for other activities later in the workshop (all “Group Work”)
Together with the other project teams, participants should compare the sections in
the M&E plan template with what they have included in their program’s M&E plan.
Is there anything missing from their program’s M&E plan? If so, what is
missing?
What additional components do their M&E plans include?
Plenary Questions and Discussion: How many groups had M&E plans (or
something similar)? What components did they have from the handout? What was
missing? What additional components were included? Why are M&E plans important?
How do you use your M&E plan?
18
Session Aim:
To review the current knowledge around VAW and evidence-based VAW
programming.
Session Objectives:
 Understand the different types of violence against women and their impact on
the health and well-being of women and girls.
 Develop an understanding of the meaning of evidence-based programming
and current examples in VAW programs, specifically.
Session Agenda:
• Overview of VAW 30 min
• Questions on VAW in the region 20 min
• Evidence based Programming on VAW 30 min
Total: 1 hour 35 min

Slides 16-29: A Global Overview of Violence against Women
Slides Slide Notes
16
Session 3
Evidenced-based Programming
for VAW
No notes
17
What do we know about violence
against women?
• Around the world, at least one out of three
women is beaten, coerced into sex or
otherwise abused during her lifetime
• Women are most at risk at home and from
men they know, usually a family member
or spouse
No notes
18
Definition
“Any act of gender-based violence that
results in, or is likely to result in, physical,
sexual, or psychological harm or suffering for
women, including threats of such acts,
coercion, or arbitrary deprivations of liberty,
whether occurring in public or private life.”
United Nations General Assembly, 1993
In 1983, the UN defined gender violence as: “any
act of gender-based violence that results in, or is
likely to result in, physical, sexual, or psychological
harm or suffering for women, including threats of
such acts, coercion, or arbitrary deprivations of
liberty, whether occurring in public or private
life.” Violence against women includes and is not
limited to:
a) Physical, sexual and psychological violence
occurring in the family;
b) Physical, sexual and psychological violence
occurring within the general community;
c) Physical, sexual and psychological violence
perpetrated or condoned by the State, wherever it
occurs.
Acts of violence against women also include
forced sterilization and forced abortion,
coercive/forced use of contraceptives, female
infanticide and prenatal sex selection. (United
Nations 1993)
By referring to violence as “gender-based”, the
UN definition (United Nations 1993) highlights
the need to understand violence within the
context of women’s and girl’s subordinate
status in society. Such violence cannot be
19

Slides Slide Notes
understood in isolation from the norms and social
structure and gender roles within the community,
which greatly influence women’s vulnerability to
violence.
It is important to understand that gender-based
violence is not only a manifestation of sex
inequality, but also serves to maintain this
unequal balance of power.
Many terms are used to describe this type of
violence, including: Violence Against Women,
Domestic Violence, Intimate Partner
Violence, Family Violence, and Gender-Based
Violence
19
Violence Against Women Includes:
• Physical violence
• Sexual violence
• Emotional violence
• Economic violence
No notes
20
Violence Against Women Includes:
• Violence that takes place in the family
– domestic abuse
– incest
• Violence that occurs in the community
– sexual assault
– sexual harassment at work and at school
• Violence that is organized or tolerated by governments
There is an overlap between violence that takes
place in the family and that which occurs in the
community. For instance intimate partner
violence and sexual abuse of women and girls in
the family fall under the realm of both violence
occurring in the family and community.
Violence that occurs in the community:
Early Marriage
FGM
IPV
20

Slides Slide Notes
21
Violence against women begins
early...
• female infanticide
• neglect, malnutrition
• child sexual abuse
• trafficking
• female genital
mutilation/cutting
• child marriage
No notes
22
And continues throughout the life
cycle…
• physical and sexual partner abuse
• dowry and “honor” related violence
• coerced sex (within marriage or outside)
• forced prostitution & trafficking
• sexual harassment at work and at school
• rape as a weapon of war
No notes
23
Physical and sexual violence is extremely
common in women’s lives
Source: WHO Multi-country Study on Women’s Health and Domestic
Violence against Women, 2005
Following are some of the key findings from the
WHO Multi-Country Study on Women’s Health
and Domestic Violence Against Women. This
study was initiated in 1997 with the aim of
obtaining reliable and comparable data within and
across culturally diverse countries on different
forms of violence against women. It collected
information from over 24,000 women in 10
different countries, and provides critical
information about how women experience
violence in different settings. The study showed
that between 15 and 70% of women in different
settings had experienced some form of physical
and/or sexual violence in their lifetime.
21

Slides Slide Notes
24
Women’s greatest risk of violence is
from a partner
Source: WHO Multi-country Study on Women’s Health and Domestic
Violence against Women, 2005
“International research consistently demonstrates
that a woman is more likely to be assaulted,
injured, raped, or killed by a current or former
partner than by any other person” (Ellsberg and
Heise 2005: 12)
25
Domestic violence is prevalent in all countries,
but the levels can very greatly among settings
Source: WHO Multi-country Study on Women’s Health and Domestic Violence against
Women, 2005
Japan and Serbia:
4% current violence
Bangladesh,
provinces in Ethiopia,
Peru and Tanzania:
30% to 54% current
violence
Another key finding of the WHO study is that
while domestic violence is widespread in all
settings, the rates do vary dramatically. This graph
summarizes data on the prevalence of physical or
sexual partner violence in each setting, breaking it
down between lifetime rates of violence and the
proportion of women who have experienced
partner violence within the last 12 months prior to
the interview.
The black bars, on the lower portion of the graph,
represent the proportion of women who have
experienced physical and/or sexual violence by a
partner in the last 12 months. It is here that the
differences in prevalence are most stark.
As you can see on the graph (on the right), Only 4
percent of women in Serbia & Montenegro and
Japan city have been abused by a partner in the
past year compared to (on the left) 54 percent of
women in rural Ethiopia or 34 percent of women
in provincial Peru—a nine to ten-fold difference.
(NB do not place great emphasis on the difference
in prevalence. The message should be that
violence against women is prevalent in all
countries and regions.)
22

Slides Slide Notes
26
Prevalence of forced sexual initiation
Source: WHO’s World Report on Violence and Health, 2002
Limited information exists about sexual coercion,
particularly in developing countries. However,
selected studies from various settings suggest that
nearly one in four women report having
experienced sexual violence by an intimate partner
in their lifetime (Ellsberg et al., 2000; Mooney,
1993; Hakimi et al., 2001).
Some population-based surveys have begun to ask
about forced sex, particularly in the context of
sexual initiation among adolescents. The graph on
this slide presents data from selected studies on
the percentage of sexually experienced female
adolescents who report their first sex was
“forced.” This percentage ranged from 7% in
New Zealand to 48% of (sexually experienced)
female adolescents in the Caribbean (All figures
cited in the WHO World Report on Violence and
Health, WHO, 2002).
Violence against women is a violation of
human rights and a significant development
challenge
• UN Declaration on Violence against Women (1993)
• UN Human Rights Summit (Vienna, 1993)
• International Conference on Population and
Development (Cairo, 1994)
• Fourth World Conference on Women (1995)
• World Health Assembly resolution on violence as a
public health priority (1996)
• UN Secretary General’s In-depth Study on VAW
(2006)
No notes
28
Violence increases women’s
risk for …
 Fatal outcomes
 homicide
 suicide
 maternal deaths
 HIV/AIDS-related
deaths
 Non-fatal outcomes
 physical
 mental
 high risk behaviors
 reproductive health
For example:
 unwanted pregnancy
 chronic pain syndromes
 injury
 depression
 alcohol/drug use
 STDs/HIV
 gynecological disorders
 low birth weight
Sexual and physical violence can have devastating
effects on women and is a major cause of death,
due to homicide, suicide, maternal deaths and
AIDs related deaths, as well as a vast array of
physical, mental and reproductive health
problems, such as some of those listed here.
23

Slides Slide Notes
29
Violence against women
in the region
Group Exercise
• What are the most common forms of
violence against women and girls in the
region?
• What are the main barriers to
addressing them?
Divide the group into smaller groups, can be
groups of four people sitting near each other and
ask them to discuss these issues for 5-10 minutes
and then write 3-4 answers to each question on
cards (or sticky notes), which will be taped up in
the front. The facilitator organizes the responses,
reads them out loud, and asks for comments or
clarifications on the results (30’ at most)
Plenary Discussion: What are the most common forms of violence against women
and girls in the region? What are the main barriers to addressing them?
Slides 30-51: International Evidence-based Programming on VAW
Slides Slide Notes
30
Key principles for evidence-
based programming on VAW
No notes
Guiding Principles in GBV
Programming
The underlying principle is “Do no harm”
• Respect survivors’ safety and autonomy
• Ensure relevance and appropriateness of interventions to
local setting
• Use a human rights perspective
The overarching guiding principle to working on VAW is
that first and foremost, any initiatives or activities should
not do any harm—this should guide all decisions made in
programming.
24

Slides Slide Notes
32
Promising practices for addressing
VAW
• Increasing access to justice
• Providing support to survivors of
violence
• Prevention of VAW
The World Bank has developed a framework for
addressing violence against women that relies on three
main strategies:
Increasing women’s access to justice – this means
passing and implementing laws and policies that
discourage violence by raising the cost of violence to
offenders; providing women with means to protect
themselves and children from violence through access to
restraining orders, divorce, and child maintenance; as well
as humane, fair treatment by justice operators, judges,
police, forensic doctors. In Melanesia and E. Timor, where
parallel systems of justice operate, women need to have
their rights upheld through both formal and traditional
systems, and to have the necessary information to be able
to exercise their rights effectively.
Increasing women’s access to support services such as
psychological, medical and legal support as well as safe
haven. Support for survivors can and does come from
government institutions, non governmental organizations,
women’s rights groups, faith-based organizations and
community-based organizations.
Prevention of violence through coordinated efforts to
raise awareness, change community attitudes about
violence and increase women’s status in society through
political, social and economic empowerment. Preventing
violence against women involves dialogue with all sectors
of society at a national, regional and community level.
Prevention activities include awareness campaigns and
advocacy, as well as ongoing community-level activities.
Violence occurs at many levels…and
therefore must be addressed at many levels
Society
Community
Families/
household
Individual
woman/girlSociety
Laws that sanction VAW
and protect survivors
National plans on VAW
Media campaigns to change
gender norms
Address VAW in national
institutions(judiciary,
education, welfare, etc.)
Community based networks for
referrals and prevention
Multi-sector, integrated services
for survivors of VAW
Community mobilization to
change norms
Support for organizations that
protect rights of women
Engage men as
partners in prevention
VAW
Work with youth (boys
and girls) to promote
gender equity
Girls’ education,
Opportunities for economic
empowerment,
Information on civil/political rights
Increased mobility and autonomy
Reducing violence against women requires action at many
levels by multiple actors simultaneously. Government
commitment and capacity, the participation of women in
public life, a strong civil society and an understanding of
gender and human rights issues are key components to an
enabling environment.
Not every intervention needs to address all these levels,
but they should be closely coordinated with other efforts
to deal with violence against women and girls.
25

Slides Slide Notes
34
Improved policies and programs
– National Commissions and Plans against
Violence
– More services for victims of violence
(women’s police stations, NGO women’s
services)
– Education and Health sector policies and
protocols
At the level of society, governments have begun to
develop national plans for eliminating violence against
women, and providing specialized services for survivors of
violence. In some countries, schools and health centers
have programs in place to help identify survivors of
violence, and to carry out educational activities to prevent
violence.
35
Promising practices in strengthening
women’s access to justice
• Improved laws on domestic and sexual violence
• Police procedures that require mandatory arrest of
abusers or “no drop” policies
• Protective/restraining orders that can be easily
accessed by women
• Specialized police stations for women
• Promoting coordination with traditional justice system
Transforming the justice systems to be more responsive to
women suffering violence has been a primary focus of
women’s rights activists in the region for many years. It is
important to note however, that there have been very few
evaluations of these programs, and what works well in one
setting may not work well in another.
36
Lessons learned from the justice
system
• Train all justice personnel (judges, police, forensic
doctors, clerks, etc.); address attitudes as well as
skills
• Human and financial resources
• Multi-sectoral coordination
• Public education on how to use the laws
• Monitor implementation of the law to see if reporting
of violence and detention of abusers increases
One of the main lessons learned from these programs is
that changing laws is only the first step to increasing access
to justice. In most countries that have had legal reforms, it
has been very difficult to implement the laws, for both
financial reasons, as well as political will and negative
attitudes among justice personnel. Lack of coordination
among different actors in the justice system (judges, police,
prosecutors, medio-legal examiners, etc.) is also a serious
problem. For this reason it is essential to ensure that laws
are appropriated funded, that ALL personnel are trained in
it’s implementation, that training addresses attitudes as well
as knowledge and skills, and that implementation of the
law is closely monitored. It is also important to carry out
implementation campaigns to ensure that the public is
aware of the laws and how to use them.
26

Slides Slide Notes
37
Promising practices to increase
support for survivors
• Women’s safe houses or shelters
• Crisis centers (legal, medical, psychological
support – usually ngos.)
• One- Stop centers (all services in one place –
usually a hospital or police station)
Women and girls who have experienced violence require a
variety of services, depending on their situations. In a
crisis, they may require medical treatment, psychological
and legal counselling, or urgent protection and safe haven
for themselves and their children. Women who have been
living in abusive relationships over a long period of time
may need information about divorce, child custody, and
maintenance options. They may need a sympathetic and
knowledgeable advisor to help them decide what to do.
Sexual assault victims need forensic documentation,
prophylaxis for STIs, emergency contraception, and police
investigation. Starting the process of leaving a violent
relationship is a particularly dangerous time for a woman,
and this is when women are at greatest risk of homicide
(Campbell, Webster et al. 2003). Whatever a woman’s
needs, it is important that a range of services be accessible
and coordinated, and above all, that providers are
respectful of her right to decide what is the best and safest
alternative for herself and her children.
The best practices in service provision are those that make
the greatest number of services available to women as
close as possible to where they live. These include crisis
centers, safe houses, and one-stop centers which are often
located in hospitals or police stations.
38
Lessons learned from programs to
increase access to services
• Services should be integrated (with different types of
support in one place) and coordinated through
referral networks
• Specialized centers are mostly in urban centers and
may be too costly for rural areas
• Community support networks can provide safe haven
and support for survivors of violence in rural areas
Referral networks need to be set up and functioning to
ensure that women obtain all the services they need
without putting them at risk of further harm.
Unfortunately, most services are located in urban settings,
and it is often very difficult for women in rural areas to
obtain help. Some centers have developed community
promoter programs or committees against violence against
women to provide women with information about laws
and their options. In some communities, for example in
Papua New Guinea, local women have come together to
set up community safe houses where women can stay if
they are in danger of abuse.
41
Prevention of violence is key!
• Community mobilization
• Mass media / Communication for social change
programs
• Engaging men and boys in violence prevention
• Women’s economic empowerment
One of the important lessons learned over three decades
of work around the world is that prevention must be a key
part of any strategy to eliminate violence against women.
This involves not only providing communities with
information and skills to take action around the harmful
impact of violence against women on families and
communities, but also challenging attitudes that promote
men’s power over women and accept violence as a
legitimate way to resolve conflict. Transforming deeply
entrenched values and beliefs is a long term goal, and
cannot be achieved overnight.
27

Slides Slide Notes
42
Communication, or “edutainment”
programs can help prevent violence
• Model new behaviors and ways
of thinking
• Create an enabling environment
for increased communication
about gender, sexuality
• Create synergies and enhance
interpersonal communication
• It is possible to document and
measure impact (GEM Scale)
A pioneering approach to communication for social
change uses entertainment to raise awareness on important
social issues, including violence against women.
Internationally, this type of work is known as “education –
entertainment”, or “edutainment.” Evaluations of
internationally acclaimed edutainment programs such as
Soul City in Africa, Break Through in India and Sexto Sentido
in Nicaragua, have shown that multi-media programs can
help transform attitudes towards gender by providing role
models that audiences can identify with, who are dealing
with everyday problems in new ways.
Part of this communication strategy is to saturate
communities with a variety of mass media using television,
radio, theatre, posters, and leaflets focusing on the same
messages in order to create an environment where people
are talking about the new issues. The mass media
messages are reinforced with interpersonal communication
activities, such as workshops, town meetings, dialogue with
cast members/entertainers.
Changes in norms can be measure using different tools,
such as the Gender Equitable Men (GEM) Scale, which
will be discussed in later sessions.
43
Lessons learned for effective
communications campaigns
• “One-off” campaigns are less effective than ongoing
programs
• Multiple strategies and techniques and permanent
saturation of alternative messages should be used
• Importance of working with journalists to change the
way VAW is addressed in main stream media
An important lesson about effective communication is that
changes in attitudes and behaviors will not occur in a
single campaign or a few tv shows. It is necessary to
“saturate” the community with alternative messages using
a variety of techniques (both media and interpersonal
communication) over a prolonged period of time in order
to see change. The combination of mass media with local
activities over a sustained period of time has been proven
to be an effective catalyst for individuals and communities
to take action on important issues facing them. It is also
important to work with the mainstream media in order to
influence the way that VAW is portrayed.
44
Raising Voices and
CEDOVIP in Uganda
Promising practices for
community mobilization
Experience has shown that it is much easier to change
attitudes than behaviour. Therefore, raising awareness is
only the first step in preventing violence at a community
level.
The Uganda based organization Raising Voices has
developed a methodology for stimulating community
engagement for violence prevention that has been used
throughout East and Southern Africa with great success.
It is based on a theory of social change that says that
individuals and communities make important changes in
stages, rather than all at once.
The emphasis is on transforming attitudes, knowledge,
skills and behaviour, and involves all members of the
community. (Michau and Naker 2003) Raising Voices has
identified power as a key concept for working with
violence – not only the power of men over women, but
28

Slides Slide Notes
also the power within individuals and in communities to
take action against violence. They encourage communities
and families to consider “balancing power” between men
and women as an alternative to patriarchal norms.
46
Promising practices in engaging men
and boys as partners in violence
reduction
•
MenEngage.org
In the last decade, a new approach for violence prevention
has emerged that engages men and boys in open dialogue
about violence and masculinity, and focuses on the
positive benefits of more gender equitable values and
practices. These programs encourage men and boys to
develop new ways of relating with women and girls based
on solidarity, cooperation and fairness rather than
domination and control. This new approach is being
promoted and supported by an international alliance of
NGOs called MenEngage
Although international research in this area is scarce, a
recent review by the World Health Organization of 58
interventions concluded that, “Men and boys can and do
change attitudes and behaviour related to sexual and
reproductive heath,…their use of violence against women,
and questioning violence with other men…as a result of
relatively short term programmes.” (Barker, Ricardo et al.
2007; International Center for Research on Women
(ICRW) and Instituto Promundo 2007) The review found
that programmes rated as “gender-transformative” had a
higher rate of effectiveness. “Programs with men and
boys that include deliberate discussions of gender and
masculinity and clear efforts to transform such gender
norms seemed to be more effective than programmes that
merely acknowledge or mention gender norms and roles.”
The review also pointed to the importance of integrated
programmes “that reach beyond the individual level to the
social context, including relationships social institutions,
gatekeepers, community leaders, and the like.”
Regrettably, the review noted that most programmes are
quite small in scale, and relatively few programmes with
men and boys go beyond the pilot stage or a short term
time frame.
47
Promising practices in women’s
empowerment…
•Information and education
•Technologies and services
•Economic assets and income
•Social support and networks
•Leadership and political participation
Because women’s status is so low status throughout most
of the world, increasing women’s participation in political
leadership positions and economic and social status at all
levels must be a priority. This means strengthening
women’s participation and leadership in community
development and economic programs as well as increasing
women’s representation in national level leadership
positions, including parliament.
29

Slides Slide Notes
48
Image Program in South Africa
Microfinancing and
training on violence,
together with
community
mobilization activities
reduced domestic
violence by 50% in
intervention group
over 2 years
An example of this is the IMAGE project in South Africa.
They carried out an educational program on HIV/AIDS
prevention and prevention of violence against women with
women who participated in a micro finance program. In
addition to improved repayment rates on the loans,
women participating in the program experienced 50% less
domestic violence over a 2 year period.
49
Addressing VAW in schools
• Sexual harassment and violence are
widespread in schools, (both peers and
teachers) and an obstacle to girls educational
advancement
• Schools teach values around gender, conflict
resolution, sexual and reproductive health
Sexual harassment and violence against girls is widespread
in educational settings throughout the world. The
perpetrators include both school mates as well as teachers
and other school staff.
The Education System should contribute to preventing
violence by establishing codes of conduct for teachers and
staff and sanctioning misconduct.
Schools, and more broadly the educational system and
communities, can help prevent VAW by reforming
education sector laws and policies improving schools
institutional response to VAW and mobilizing
communities in support of girls safety and rights. This
requires training for teachers and students, establishment
of codes of conduct that prohibit gender violence in the
schools, and most importantly developing and
implementing policies on dealing with teacher misconduct.
49
Lesson Learned in Addressing
Violence in Education programs
• Anti violence and gender norms need to be
integrated into school curriculum, including
family life skills
• Address sexual violence in schools through
sexual harassment policies and codes of
conduct
No notes
30

Slides Slide Notes
50
We need to invest in evaluation!
• We need to know what works and what
doesn’t
• More rigorous designs and rethink success
indicators
• National level indicators to monitor overall
trends
One of the barriers to improving practices to reduce
violence against women is that there is not been enough
evaluation of ongoing activities to see what actually works
and what doesn’t. Therefore, it is important for all
programs to integrate rigorous monitoring and evaluation
plans into their interventions.
National governments also need to develop overall
indicators that will allow for monitoring national and
global trends
51
References
• World Health Organization (2005). WHO Multi-Country Study on
Women's Health and Domestic Violence Against Women: Initial
Results on Prevalence, Health Outcomes and Women's
Responses. Geneva, Switzerland, WHO.
• Ellsberg, M. and L. Heise (2005). Researching violence against
women: A practical guide for researchers and activists. Geneva,
Switzerland, Program for Appropriate Technology in Health,
World Health Organization, .
• Morrison, A., M. Ellsberg, et al. (2007). "Addressing Gender-
Based Violence: A Critical Review of Interventions." The World
Bank Research Observer 22(1): 25-51.
• Barker, G., C. Ricardo, et al. (2007). Engaging Men and Boys in
Gender Equality: Evidence from Programme Interventions.
Geneva, World Health Organiztion: 70.
• Michau, L. and D. Naker (2003). Mobilising Communities to
Prevent Domestic Violence. Kampala, Uganda, Raising Voices.
• Velzeboer, M., M. Ellsberg, et al. (2003). Violence against
Women: The Health Sector Responds. Washington, DC, Pan
American Health Organization, PATH.
No notes
Plenary Discussion: How does the evidence-base inform participants’ programs?
How can programs be developed to contribute to the evidence-base? How does this
relate to monitoring and evaluation?
31

⇒ NOTE: Objectives = Outcomes in the UN Trust Fund Logical
Framework
Slides 52-56: Defining goals and objectives (outcomes)
Slides Slide Notes
52
Session 4
Program Goals and Objectives
June 2009
The purpose of this session: Monitoring and evaluation
begins with identifying program goals and objectives.
Goals and objectives are the core of every M&E system.
In this section, we will focus on the following issues:
What is the difference between a goal and objective?
How can we write goals and objectives so that they can be
easily monitored and evaluated?
32
Session 4: Program Goals and Outcomes
Session Aim:
To clarify participants’ understanding of program goals and objectives
Session Objectives
 Demonstrate an understanding about the difference between a goal and an
objectives
 Be able to write goals and objectives so that they can be easily monitored and
evaluated
Session Agenda:
• Program Goals and Objectives (Outcomes in UN Trust Fund logframe) 30
min
• Group Activity: Improving Goals and Making Objectives (Outcomes)
Smarter. 15 min

Slides Slide Notes
53
Program Goals
A goal is a broad statement of a desired, long-term outcome of a
program. Goals represent general big picture statements of
desired results.
• Examples:
– To improve the lives of women who experience gender-
based violence
– To decrease injury and mortality due to gender-based
violence
– To eliminate gender-based violence
We hear a lot of talk about how important it is to have
goals. But what exactly is a goal? A goal is defined as a
broad statement of a desired long-term outcome of a
program, that is a broad statement of what a program
hope to accomplish. A goal is an end the program strives
to attain. Setting goals is a way to focus your attention on
what you want in the future. You can also think of a goal
as a general statement of an intended outcome. So how do
you recognize a goal when you see one? First, there is not
single clear-cut performance that will indicate whether the
goal has been met. If there is a single behavior that will
indicate the presence of a long-term outcome, you are not
dealing with a goal. Examples of goals are:
• To improve the lives of women who
experience gender-based violence
• To decrease injury and mortality due to
gender-based violence
• To eliminate gender-based violence
Here are a few tips for writing program goals:
• Each goal should contain only one idea.
• Keep goal statements separate from statements
of how goals are to be attained.
• Separate goals from indicators. The two are
related but they are not the same thing.
• Distinguish between goals and activities
• Keep the goal focused, clear and crisp. The goal
statement should be understandable. Avoid
difficult grammatical construction and
professional jargon. The general public should
be able to make sense of the goal.
54
Program Objectives (Outcomes)
• Objectives: statements of desired, specific, realistic
and measurable program results
• SMART
– Specific: identifies concrete events or actions that will take place
– Measurable: quantifies the amount of resources, activity, or change
to be expended and achieved
– Appropriate: logically relates to the overall problem statement and
desired effects of the program
– Realistic: Provides a realistic dimension that can be achieved
with the available resources and plans for implementation
– Time-bound: specifies a time within which the objective
will be achieved
Source: Module II M&E GBV Prevention and Mitigation Programs, June 2009: (GAP 2003)
NOTE: On UNTF logframes the “objective” is the “outcome”.
An objective (outcome for UN Trust Fund is a statement
of a desired, specific, realistic and measurable program
result that must be attained in order to accomplish a
particular program goal. Objectives provide direction for
decision making and criteria against which program results
or outcomes are measured. SMART is an acronym used to
help you define and set effective outcomes.
Specific – Ensure that the events, actions or outcomes are
stated in a clearly defined manner. Be precise about what
you intend to achieve. If an outcome is specific or precise,
there is only one way in which it can be interpreted.
Measurable – Ensure that your outcome can be
quantified. Quantifying your outcome can help you to
focus on what is expected. It can also aid you to monitor
and assess actual performance against the set objectives. If
an outcome cannot be measured, it will be difficult for you
to demonstrate that you have accomplished the outcome.
Appropriate – This means that the outcome is important
for meeting the long-term goals of the program or that it is
important to the organization or target population.
Realistic – Make sure that the outcome can be achieved
with the resources, time and personnel available.
Time-bound – Although many programs have good
intentions, without a time definition, the outcome lacks
commitment. Time-bound means clearly stating when the
outcome will be achieved.
33

Slides Slide Notes
How to Write Program Objectives
(Outcomes)
To [action]
The
(what)
[specify what knowledge, attitudes, skills,
behaviors]
Among
(who)
[specific population or segment]
From – to [from baseline to desired level]
or by [ x percent ]
or to [specific level
By
(when)
[time frame]
A properly stated objective (outcome) is action-oriented.
It starts with the word “to” and is followed by an action
verb. Objectives address questions of “what”, “who”,
“how much” and “when” but not “why” or “how”. In
other words, an objective is the aim of an action. The
objective implies a specific direction for the action to take
or a specific quality of work to be accomplished. The
objective reflects desired outcomes for specific individuals,
groups or organizations within a given period of time.
Words to Avoid: Train, Enhance, Promote, Conduct,
Create, Strengthen because they are activities. Objective
must reflect why we are doing what we are doing and not
describe what we are doing.
Discussion: Is it a Goal or an
Objective (Outcome)?
Is it a goal or an objective? If an objective, is it
SMART? Why or Why not?
• To reduce violence against women
• To increase the % of men and women in beneficiary
population who believe that violence is not an acceptable
way of dealing with conflict from 40% in 2002 to 80% by
2007
• To increase the number of domestic violence clients
recommended for counseling who utilize counseling
services by 30%
Is it a Goal or an Objective? If an Objective, is it
SMART? Why or Why Not?
The objective of this activity is to enable participants to
differentiate between goals and objectives and see what
results they can get using the SMART test.
To reduce GBV
Answer: This is a goal. It is long-term and cannot be
measured using a single outcome.
To increase the % of men and women in the
beneficiary population who believe that violence is
not an acceptable way of dealing with conflict from
40% in 2002 to 80% by 2007
Answer: This is SMART objective.
(S) Specific –It is precise about what it wants to achieve
(changes in beliefs about the acceptability of violence as a
form of conflict resolution)
(M) Measurable - It can it be quantified by calculating what
percent of men and women agree or disagree with the
statements about how to solve conflict.
(A) Appropriate— We don’t have any information about
the program but the objective as stated is relevant to work
on GBV prevention and mitigation
(R) Realistic—We don’t have any information about the
resources and personnel available but we can assume that
the objective be achieved with the resources available.
Time-bound—The objective give a time frame by which
the objective will be achieved: between 2002 and 2007.
To increase the number of domestic violence clients
services by 30%.
Answer: This is an objective but it is NOT SMART.
(increased utilization of counseling services by domestic
violence clients who are referred)
(M) Measurable - It can it be quantified by tracking the
number of referred domestic violence clients who utilize
those services.
on GBV mitigation.
34

Slides Slide Notes
the objective can be achieved with the resources available.
(T) Time-bound—The objective does not give a time
frame by which the objective will be achieved.
To increase the number of domestic violence clients
services by 30%.
Answer: This is an objective but it is NOT SMART.
(increased utilization of counseling services by domestic
violence clients who are referred)
(M) Measurable - It can it be quantified by tracking the
number of referred domestic violence clients who utilize
those services.
on GBV mitigation.
the objective can be achieved with the resources available.
(T) Time-bound—The objective does not give a time
frame by which the objective will be achieved.
Questions and Discussion: Why are goals important? How do you know a goal
when you see one? How are goals and objectives (outcomes) different?
Group Activity: Improving Goals and Making Objectives Smarter.
Distribute Handout 2: Improving Goals and Making Objectives(Outcomes) Smarter. Ask
participants to get in working groups from previous activities (described on pg 17).
Groups should choose two statements from the list on the handout. Decide whether
the statement is a goal or an outcome.
Groups should decide: If a goal, is it properly stated? Why or why not? If a goal is
not properly stated, rewrite it. If an outcome, is it SMART? Why or why not? If an
outcome is not smart, rewrite it in order to make it “SMARTER”.
35

Slides Slide Notes
57
Group Activity
In your groups:
• Choose two statements from the list on the
handout
• Decide whether the statement is a goal or an
outcome
• If a goal, is it properly stated? Why or why
not? If an outcome, is it SMART? Why or why
not?
• If an outcome is not SMART, rewrite it in
order to make it SMART.
Follow this activity with a plenary discussion – what
statements did groups choose? Were they goals or
objectives (outcomes)? Did they have to be rewritten? If
yes, share how the goal or objective (outcome) was re-
written.
Plenary Discussion: What statements did groups choose? Were they goals or
objectives (outcomes)? Did they have to be written? If yes, share how the goal or
outcome was rephrased.
The participants should return to their working groups (groups of four or five
participants working on the same topic within VAW prevention/mitigation (for
example, group participants that are doing community mobilization/awareness
raising; one group for participants who are working on male engagement; etc).
Ask them to review a goal and two objectives (outcomes) from one of the
participants’ logical frameworks. Ask participants to answer the following questions in
reference to their own intervention target area:
• In the long run, what should be different in the community, or the ‘target
population’ as a result of the program being delivered to address the problems you
identified? What are the changes you hope for, even recognizing your program
may be playing a small part in achieving these changes? These changes would be
your goals. Some of them may be quite general and broad.
• In the shorter run, what changes do you hope will occur in the community or
‘target population’, as a result of your program being delivered? What short-term
changes are needed in order to achieve the goal you have just specified? These are
your objectives (or outcomes on the UN Trust Fund logframe). Do your
objectives (outcomes) pass the SMART test?
Time: 1 hour
36
Group Work: Program Goals and Objectives (outcomes)

Day 2
Ask for two volunteers to review the previous day’s activities and topics. Facilitator
should supplement discussion with questions to the volunteers and the group about
any unaddressed questions or concerns, comments, and/or suggestions for the
upcoming day.
Time: 30 minutes
37
Session Aim:
Enable participants to understand the importance and uses of frameworks in the
process of developing plans for program monitoring and evaluations
Session Objectives:
By the end of the sessions participants will:
 Develop an understanding of conceptual frameworks and how they are used for
M&E
 Demonstrate an understanding of logic models and their components
 Be able to develop a logic model

Session Agenda:
• Conceptual Frameworks 30 min
• Logic Model and Its Components 45 min
• Logical Framework 45 min
• Group work: Measuring change at the output level 30 min
• Group work: logic models 45 min
• Plenary discussion 60 min
Total: 4 hours, 15 min
Recap of Previous Day
Session 5: Monitoring and Evaluation Frameworks

I: CONCEPTUAL FRAMEWORKS
Slides 58-60: Conceptual Frameworks
Slides Slide Notes
58
Session 5
Conceptual Frameworks,
Logic Models and Logical
Frameworks
Adapted from: Module II M&E GBV Prevention and Mitigation
Programs, June 2009
Explain why frameworks are useful for M&E.
Introduce this segment by saying that “It is easier to see
how the pieces of your program fit together if you build a
framework for monitoring and evaluation.” Explain that
frameworks help to clearly define the relationship among
factors key to the implementation of a program.
Frameworks also serve as a foundation for selecting
appropriate and useful M&E indicators
59
Conceptual Frameworks
Diagram that identifies and illustrates the relationships between all relevant
systemic, organizational, individual, or other salient factors that may influence
program/project operation and the successful achievement of program or project
goals.
M&E Purpose:
• To show where program fits into wider context
• To clarify assumptions about causal relationships
• To show how program components will operate to influence outcomes
• To guide identification of indicators
• To guide impact analysis (causal pathways)
Conceptual frameworks are sometimes called “research”
or “theoretical” frameworks. A conceptual framework is a
useful tool for identifying and illustrating a wide variety of
factors and relationships that may affect program success.
Conceptual frameworks take a broad view of the program
itself in order to clarify the relationship of its activities and
its main goals to the context in which it operates. The
design of the conceptual framework should show the
interrelationships between all factors that are relevant to
achieving the program’s goals. These factors can be
systems, organizations, government or institutional
policies, infrastructure, population characteristics, or other
features of the operational landscape that may help or
hinder the program’s success. Constructing a conceptual
framework thus clarifies the complete context affecting the
outcome of an program or intervention.
Constructing a conceptual framework also clarifies your
assumptions about the causal relationships between
significant features of the program context, clarifying
aspects that your planned intervention may affect as well
as other factors beyond your control. Identifying the
variables that factor into program performance, and
organizing the explicit ways they interact with each other
sets the stage for outlining the results you can reasonably
expect from your program activities. Clarifying all of these
issues is a critical step toward designing valid measures for
analyzing or evaluating the success of the program’s
interventions.
Additional Background
Conceptual frameworks are used in the sciences to select key variables
for analysis. By constructing this kind of analytical framework as the
foundation within which your program will design, plan, and
implement the Monitoring and Evaluation of program performance,
real possibilities and limitations become clearer to everyone
involved.
38

Slides Slide Notes
60
Illustrative Conceptual Model for IPV
Society
Community
Relationship
Individual
Perpetrator
•Norms
•Laws
•Notions of
masculinity
•Gender roles
•Poverty
•Unemployment
•Family
isolation
•Community
acceptance of
violence
•Marital conflict
•Male control of
wealth
•Male control of
decision-making
in family
•Being male
•Witnessing
marital violence
as child
•Being abused as
child
•Absent or
rejecting father
•Alcohol use
Source: Heise 1998: Heise 1998
Society
This slide shows a conceptual framework that was
proposed for intimate partner violence (IPV), a specific
form of VAW.
The important thing to highlight is that a broad range of
factors influence intimate partner violence. The factors
that are associated with intimate partner violence fall into
four categories:
• The individual characteristics of the perpetrator,
including sex, witnessing marital violence as a
child, being abused as a child, having an absent or
rejecting father, and alcohol use.
• Relationship factors, such as marital conflict,
male control of wealth, male control of decision
making in the family.
• Community factors, including poverty,
unemployment, family isolation, and community
acceptance of violence
• Societal factors including , social expectations
about gender norms, notions of masculinity, and
institutions that work against VAW (legal
institutions, etc.)
Emphasize that understanding and responding to these
factors is an important part of developing effective IPV-
prevention programs. This conceptual framework also
means that different strategies are needed to influence the
many factors—individual, relationship, community, and
social — that determine whether IPV occurs.
Plenary Questions and Discussion: Why is it important to
understand and respond to thsee factors when developing
effective IPV-prevention programs? (Different strategies
are needed to influence the many factors – individual,
relationship, community, and social – that determine how
IPV occurs.
Plenary Questions and Discussion: Why are frameworks useful for M&E?
Review slide 60. The example conceptual framework was proposed for intimate
partner violence (IPV), a specific form of VAW.
Plenary Questions and Discussion: Discuss why understanding and responding to
these factors is an important part of developing effective IPV-prevention programs.
Different strategies are needed to influence the many factors—individual, relationship,
community, and social — that determines whether IPV occurs.
39

II: LOGIC MODELS AND LOGICAL FRAMEWORKS
Slides 61-67: Logic Models
Slides Slide Notes
Logic Models
Logic models are diagrams connecting program
inputs to activities, outputs, outcome and impact
as they relate to a specific problem or situation.
Logic models show what resources your program
will need to accomplish its goals, what your
program will do, and what it hopes to achieve,
emphasizing the links between all these things.
Tell the group that the next stage is to is to show the
connection between their various program
components/activities and their short-term objectives (and
eventually their long-term objectives). This is done in a
diagram connecting the various activities and outcomes.
Facilitators will now discuss the Logic Model and show
how this is done.
This step of the workshop is particularly important
because logic models often form the basis for program
monitoring and evaluation. Introduce this segment by
saying that we will talk now about logic models. The logic
model is important because it is the only framework that
specifies inputs and that can point directly toward
indicators for program monitoring. A complete logic
model makes it possible to isolate discrete portions of the
program implementation process, which in turn makes it
possible to monitor and evaluate discrete portions of that
program. The logic model can be used to inform the
logical frameworks.
Logic Model Components
• Input – Resources used in a program (e.g., money, staff,
curricula, and materials)
• Activity– Actions taken or work performed through
which inputs such as funds, technical assistance, and
other types of resources are mobilized to produce
specific outputs
• Output – Direct results of program activities (e.g., people
trained; materials distributed; couples counseled, etc.)
• Outcome – Program results at population level (e.g.,
knowledge, attitudes, behavior, coverage)
• Impact – Long-term change in morbidity, mortality, and
fertility
Source: Module II M&E GBV Prevention and Mitigation Programs, June 2009 and UNAIDS MERG, 2008
Generally logic models consist of:
Input: The various resources that go into a program. For
example, what kind of staff, equipment, materials and
funding are at your disposal?
Activity: The actual interventions that take place as part of
the program. For example, conduct an educational
campaign on women’s rights.
Output: The direct product of a program’s activities. For
example, the number of educational packets you sent to
various sites.
Outcome: The short- or intermediate- results of the
program at the population level. Short-term outcome
example: Increased awareness of VAW organizations.
Intermediate outcome example: Decreased prevalence of
sexual harassment in your community in the past year.
Impact: the long-term outcome of the program. For
example, reduced STI incidence among men in your
community.
40

Slides Slide Notes
Logic Model Shows Intended Results
6months – 1 year
After implementation
Inputs
Activities
(work plans)
Outputs
(Services)
Outcomes Goal
immediate immediate 5 years or more2 to 5 years
efficiency
effectiveness
indicators
Programme Level
Global Level
Source: UNIFEM RBM Curriculum: Module 3a & 3b:
The Results Chain; and The World Bank Global HIV/AIDS Programme and UNAIDS 62
A logic model can be used to show results. The model is a
depiction of the causal logic, causal chain or logical
relationships between inputs, activities, outputs, outcomes,
and impacts of a given policy, program, or initiative.
A series of expected achievements, “linked” by causality
Continuum from inputs/resources to final goal divided up
into segments / links / levels
Expressed horizontally or vertically in terms of
presentation
Each link in the chain is characterized by:
Increased importance of achievement with respect to the
programme goal
Decreased control, accountability, and attribution
Outputs - products, services, and capacities which result
from the completion of activities within a development
intervention.
Outcomes - short-term and medium-term effects of an
intervention’s outputs, usually requiring the collective
effort of partners. Outcomes represent changes in
development conditions which occur between the
completion of outputs and the achievement of goals,
directly influenced by Outputs, drawn from/linked to
MYFF, around end of time period (ex. skills knowledge
applied)
Goal - higher-order objective to which a development
intervention is intended to contribute, contributed to by
Outcomes (in addition to many other factors), taken from
MYFF, post time period, country/sector level (ex.
increased right for women in….)
It is important to note that the levels in a results chain are
relative and depend on the point-of-view of who develops
them. As an illustration, training materials might be the
outputs or even outcomes of all the grantee’s efforts.
Source: Source: UNIFEM RBM Curriculum: Module 3a &
3b: The Results Chain
If-Then Logic – Cause and Effect
Activity
Output
Outcome
Goal
then
If
If
If
if
if
if
then
then
Input if
then
No notes
41

Slides Slide Notes
64
INPUT
•Human and
financial
resources to
develop
training
materials &
implement
training
program
ACTIVITIES
•Develop
GBV training
curriculum
•Conduct
TOT
workshops
•Conduct
GBV training
for providers
OUTCOME
•Increased
awareness of
GBV
•Increased
disclosure of
GBV
•Increased
knowledge and
utilization of
GBV services
Illustrative Logic Model for
Provider Training Program
IMPACT
•Improved
well-being
and safety of
GBV
survivors
OUTPUT
•Providers
trained in GBV
•Improved
provider
attitudes toward
GBV
•Increased
provider ability
to identify,
counsel, care
for, and refer
GBV survivors
Distribute Handout 4
This logic model presents a straightforward view of a
project designed to improve providers’ knowledge
attitudes and practices and to increase providers’
awareness of GBV as a violation of human rights. As you
can see, a series of “if-then” relationships connect the
components of the logic model: if resources are available
to the program, then program activities can be
implemented; if program activities are implemented
successfully, then certain outputs and outcomes can be
expected. The logic model does not try to account for all
of the factors that may be influencing a program’s
operation and results like a conceptual framework.
Instead, the logic model focuses on the program’s inputs,
activities, and results. This narrow focus assists program
managers and M&E planners as they clarify the direct
relationships among elements of particular interest within a
specific program.
Also, discuss the different terms used in M&E – ‘impact’
vs. ‘long term outcome’, are they the same or different?
What is another word for ‘process’?
Plenary discussion: What does this logic model present?
Why are logic models useful? How do they help when
developing plans for M&E?
65
Role of Logic Model
• Program planning
– Helps one think through program strategy – where
you are & where you want to be
• Program management
– Helps one track and monitor operations to better
manage results
• Communication
– Shows stakeholders at a glance what program is
doing and what it expects to achieve
Program Planning. The logic model is a valuable tool for
program planning and development. The logic model
structure helps you think through your program strategy—
to help clarify where you are and where you want to be.
Program Management. Because it "connects the dots"
between resources, activities, and outcomes, a logic model
can be the basis for developing a more detailed
management plan. Using data collection and an evaluation
plan, the logic model helps you track and monitor
operations to better manage results. It can serve as the
foundation for creating budgets and work plans.
Communication. A well-built logic model is a powerful
communications tool. It can show stakeholders at a glance
what a program is doing (activities) and what it is achieving
(outcomes), emphasizing the link between the two.
66
Role of Logic Model
• Consensus building
– Promotes common understanding about what
program is, how it works and what it is trying to
achieve
• Fundraising
– Can structure and streamline grant writing
• Monitoring and evaluation
– Provides thorough understanding of what
resources program has to work with, what it is
doing, and what it hopes to achieve.
Consensus-Building. Developing a logic model builds
common understanding and promotes buy-in among both
internal and external stakeholders about what a program is,
how it works, and what it is trying to achieve.
Fundraising. A sound logic model demonstrates to funders
that you have purposefully identified what your program
will do, what it hopes to achieve, and what resources you
will need to accomplish your work. It can also help
structure and streamline grant writing.
Monitoring and evaluation: The cornerstone of effective
evaluation is a thorough understanding of a program: what
resources it has to work with, what it is doing, what it
hopes to achieve, for whom, and when. In conducting an
evaluation, it is tempting to focus most of your attention
on data collection. However, your evaluation efforts will
be more effective if you start with a logic model. Going
through the logic model process will help ensure that your
evaluation will yield relevant, useful information.
42

Questions and Discussion: Why are logic models useful? How do they help when
developing plans for M&E? How is this logic model similar to the logframe
participants developed for their UN Trust Fund programs? How is it different?
Group Activity:
Identifying Logic Model Components
• Return to earlier groups
• Each of the scenarios in handout #3
corresponds to one of the five components in
the logic model:
– Input, activity, output, outcome, and
impact.
• In your groups, decide which component the
scenario illustrates.
• Discuss in plenary
Distribute Handout 3
Scenario #1: The number of stories printed, the number
of newspapers in which they were printed, where they
were printed (as well each newspaper’s circulation and
readership demographics).
Scenario #2: In the next six months, we expect to see an
increase of 25 percent in the proportion of youth and
adults who report the domestic violence helpline telephone
number.
Scenario #3: Your coalition has recruited a staff person to
help promote enforcement of existing local laws on
domestic violence, to collaborate with other coalitions and
community organizations, and to gather relevant,
comparable data on gender-based violence.
Scenario #4: The newly recruited staff person creates a
working group to foster collaboration among community
organizations working on GBV prevention and mitigation.
Scenario #5: You want to promote public awareness of
domestic violence and women’s rights, so you collaborate
with local newspaper reporters to develop a series of
stories on GBV.
Scenario #6: Through local surveys and the use of
comparable data, you learn that a lower proportion of
young men in your community believe that a man has the
right to beat his wife.
Scenario #7: An increase in the percentage of domestic
violence victims who made contact with a VAW
organization.
Scenario #8: An overall decrease in the prevalence of
domestic violence in your community.
Group Activity: Ask participants to return to their working groups from previous
days. Provide the groups with Handout 3: Identifying logic model and logframe components.
The groups should discuss and decide which component each scenario illustrates.
Discuss in plenary session.
43

SLIDES 68-75 Logical Frameworks
44

Slides Slide Notes
Logical Frameworks
A logical framework (LogFrame) is a
tool for strategic planning, and
management of a program/project. It is
presented as a table and includes the
most pertinent information about the
project in a consise, logical and
systematic manner.
No Notes
69
Logical frameworks
Logical frameworks answer the following
questions in a standardized way:
• What does the project aim to achieve?
• How will it be achieved
• What is needed to make the project a
success?
• How will progress and potential problems be
assessed?
No Notes
70
Logical frameworks
• Summarize what the project plans to achieve and
why
• Summarize key hypotheses
• Summarize the results and products that were
monitored and evaluated
No Notes
UNIFEM Definitions
Term Definition Example
Goal
The higher-order objective to which a
development intervention is intended
to contribute. The change is long-
term and achieved through collective
efforts of many partners.
Morbidity and mortality are reduced among
VAW/G survivors
Outcome
Intended or achieved short and
medium term effects of an
intervention’s outputs. Outcomes
represent changes in development
conditions which occur between the
completion of outputs and the
achievement of impact.
At least 75% of VAW/G survivors who
received appropriate care
Output
The products, services, and
capacities resulting from completion
of activities.
50 service providers trained to care for and
refer VAW/G survivors who demonstrate
increased skills
Activity
Actions taken or work performed
through which inputs are mobilised to
produce specific outputs.
Training of 50 service providers to care for
and refer VAW/G survivors
Source: UNIFEM (2005). Essential Guide to RBM; and UNIFEM RBM
Curriculum: Module 3a & 3b: The Results Chain 72
No Notes
45

Slides Slide Notes
Logical Frameworks
A logical framework (LogFrame) is a
tool for strategic planning, and
management of a program/project. It is
presented as a table and includes the
most pertinent information about the
project in a consise, logical and
systematic manner.
No Notes
69
Logical frameworks
Logical frameworks answer the following
questions in a standardized way:
• What does the project aim to achieve?
• How will it be achieved
• What is needed to make the project a
success?
• How will progress and potential problems be
assessed?
No Notes
70
Logical frameworks
• Summarize what the project plans to achieve and
why
• Summarize key hypotheses
• Summarize the results and products that were
monitored and evaluated
No Notes
UNIFEM Definitions
Term Definition Example
Goal
The higher-order objective to which a
development intervention is intended
to contribute. The change is long-
term and achieved through collective
efforts of many partners.
Morbidity and mortality are reduced among
VAW/G survivors
Outcome
Intended or achieved short and
medium term effects of an
intervention’s outputs. Outcomes
represent changes in development
conditions which occur between the
completion of outputs and the
achievement of impact.
At least 75% of VAW/G survivors who
received appropriate care
Output
The products, services, and
capacities resulting from completion
of activities.
50 service providers trained to care for and
refer VAW/G survivors who demonstrate
increased skills
Activity
Actions taken or work performed
through which inputs are mobilised to
produce specific outputs.
Training of 50 service providers to care for
and refer VAW/G survivors
Source: UNIFEM (2005). Essential Guide to RBM; and UNIFEM RBM
Curriculum: Module 3a & 3b: The Results Chain 72
No Notes
46

Part 1: Logic Model
For this
It is especially important for facilitators to provide intensive assistance and feedback
during this exercise. Do not wait until the end of the exercise to give feedback to
each group. Rather move from team to team, listen to the discussions, provide
advice, and make yourself available for questions as they arise. The following
guidelines for developing/revising logic model derived from WHO (2000) are quite
useful in providing guidance to the groups.
Post-it notes (small pieces of note paper with adhesive on one side) are useful for
working on logic models. If each component of the model (e.g., a single activity our
output or outcome) is written on one post-it note, it would be easier to edit the
model. If post-it notes are not available, small pieces of paper backed with tape can
be used instead.
Questions that should be addressed during group work:
• Have you expressed your outcomes in terms of change?
• Do activities, outputs, and outcomes relate to each other logically (the if-then
relationship)?
• Does your organization/program have adequate resources to implement the
activities and achieve the desired outcomes? If you need further resources, is that
reflected in your activities?
• Have you included all the major activities needed to implement your program and
achieve the expected outcomes?
• Would the activities listed enable someone who is unfamiliar with your program to
understand its scope?
Part 2: Project team discussion
Discuss: how is the logic model similar to the logical framework each group
developed for their UN Trust Fund programs? What is different? How can creating a
logic model help when developing a logical framework? What additional information
is in the logical framework?
47
Project Team Work Part 2
Project Group Work: Logic Models

Plenary Discussion: Each team should take 2-3 minutes to present their logic
models. The entire group should then discuss the questions in Part 2.
Examples from groups: Review example of one group’s logframe focusing on the
topics covered thus far in the workshop including goals, objectives/outcomes,
outputs, and activities.
Time: 1 hour
Project teams should meet to review their outcomes and outputs and revise based on
what they have learned to date about program goals and outcomes, inputs, outputs,
and activities.
Time: 2 hours 30 minutes
48
Plenary Activity and Discussion – Review logframe as group
Project Team Group Work: Refining outcomes and outputs

Day 3
Ask for two volunteers to review the previous day’s activities and topics. Facilitator
should supplement discussion with questions to the volunteers and the group about
any unaddressed questions or concerns, comments, and/or suggestions for the
upcoming day.
Time: 30 minutes
⇒ NOTE: Facilitators should tailor this presentation to participants’ prior
knowledge of measurement issues. If participants are relatively new to M&E, it
might be necessary to discuss basic concepts in greater detail.
49
Session 6: Choosing Appropriate Indicators for Different Types of
Interventions
Session Aim: Increase participants’ understanding of the importance of indicators,
and of the characteristics of good indicators (appropriate)
Session Objectives:
By the end of this session participants will:
 Demonstrate an understanding of how to select good (appropriate) indicators
Session Agenda:
• Characteristics of a good indicator 45 min
• Activity: 30 min
Total: 1 hour, 45min

Slides 76-87: What is an indicator? Characteristics of good indicators. Good
Indicator Metrics. Challenges in Indicator Selection
Slides Slide Notes
76
Session 6
Choosing Appropriate Indicators for
Different Types of Interventions
June 2009
This session of the workshop covers the importance and
uses of indicators. Facilitators should tailor this
presentation to participants’ prior knowledge of
measurement issues. The focus of the group activities is to
align indicators and the data to be used for measuring
them with the program activities and logic model and
logframes that participants have developed. The more
closely all of these things are aligned with each other, the
more useful M&E will be for measuring and documenting
program effectiveness. Sound indicators and information
systems, and systematic data collection are the best way to
inform people about what a program does, how it
functions, and what the program has accomplished.
Without this, any claims about what a program has
achieved would be open to criticism.
Introduce this section by telling participants
that once they have taken each outcome
through the SMART test, they can move on to
selecting indicators. An indicator is what you
look at in order to monitor how you are
progressing in achieving your objectives. In
other words, indicators are clues, signs, and
markers that show how close we are to
achieving our outcomes and how much things
are changing.
77
What is an indicator?
An indicator is a specific, observable and
measurable characteristic that can be
used to show changes or progress a
program is making toward achieving a
specific outcome.
Measuring outputs and short-term and intermediate
outcomes can provide valuable information about how the
program is functioning and whether activities implemented
are accomplishing what they were intended to do. Long-
term outcomes are often difficult to measure on an annual
basis given that it takes a long time to demonstrate change.
The next step involves selecting the indicators that you will
use to monitor and evaluate your program. What is an
indicator? An indicator is a specific, observable and
measurable characteristic that can be used to show
whether a program is making changes toward achieving a
specific outcome. There should be at least one indicator
for each outcome. The indicator should be focused, clear
and specific. The change measured by the indicator should
represent progress (hopefully) that the program has made.
50

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