Volume 2 of this learning kit is composed of three sessions.
The first two sessions guide the user on how to prepare a concept note, which is a short version of a project proposal, and on how to maximize the use of time by writing a concept note and increase its quality through an internal review process to improve and/or approve this shorter proposal within the organization. The third session deals with formulation of an engendered logical framework, a tool that can help project managers to ensure proper planning, monitoring and evaluation of the project. It helps those who conduct planning and evaluation to specify the key elements of the project and to identify the logical links between the identified needs and the developed objectives, taking into account the importance of including gender issues throughout the project design.
Volume 2 presents a comprehensive plan to implement the following three sessions:
Session 5. How to prepare a concept note This session aims to present the eight steps involved in preparing a concept note, emphasizing its key parts, in addition to preparing objectives for a concept note, identifying the beneficiaries and anticipated impacts of a project and writing a good background section. This session presents exercises to be implemented during the session in order to facilitate learning among participants through practice.
Session 6. Reviewing concept notes and proposals This session presents the features of a concept or proposal review and identifies the purpose and possible outcomes of a concept or proposal review. Moreover, the session emphasizes the value of open reviews. Finally, a role-play exercise, which illustrates an open concept review, is included.
Session 7. Formulation of an engendered logical framework This session aims to emphasize the use of the logical framework approach to break down the project hierarchy of objectives: goal, purpose, outputs and activities. A practical exercise on this tool meant to inspire the participants to use the logical framework in the project planning process is also included. The session recommends that the logical framework must be engendered.
While implementing Volume 2, it is recommended that the leading facilitators carry out the following activities:
1. Pre-session. Review the previous sessions’ activities through the identified participants (see Volume 1, Pre-workshop plan, Part 1) to assess the progress of the workshop. At the same time, the facilitator should summarize and present the results of the participants’ feedback on the previous day.
2. This learning plan suggests the time frame for all sessions of this learning kit. It aims to facilitate the implementation of activities by the learning facilitators. Remember to consider the suggestions of time frame in the plan for respective sessions.
3. The learning plan recommends including 15 minutes — during the morning and afternoon sessions — for the participants to have tea/coffee breaks, which promotes socialization and consequently a great opportunity for learning.
4. In addition, the learning plan strongly recommends that the participants undertake PAPA and feedback exercises daily, at the end of the day’s sessions. A total of 15 minutes should be enough to complete the two PAPA forms. (This learning kit provides specific forms to complete PAPA and feedback exercises, at the end of each volume).
Publisher: International Potato Center
Publication Date: August 14, 2014
Identifier: ISBN: 978-92-9060-443-3
HOW TO CITE
AN, Mbabu, Z. P. França, G. Mulongo, H. Munyua, F. Ojwang, and J. W. Low. Engendered Orange-Fleshed Sweetpotato Project Planning, Implementation, Monitoring and Evaluation: A Learning Kit.: Concept Notes, Proposals and Logframe. International Potato Center, 2014.