NSTP PROJECT C.E.S.A.R.

TABLE OF CONTENTS

Page No.
Rationale 2
Vision 3
Goals 3
Objectives 4
Organizational Leadership 5
Roles and Responsibilities 9
NSTP PROJECT CESARS’ Framework 11
Underlying Concepts and Basic Terms 12
NSTP project CESAR Policies 14
Guidelines for Selection of Target Groups 15
Guidelines for Project Proposals 16
Monitoring and Evaluation 18

NSTP PROJECT C.E.S.A.R.

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 Community Extension Services through Action and
Research
towards Community Transformation and Development

RATIONALE

The University of Pangasinan exists in and for the

community. Its draws its clientele from the community
and is, therefore, expected to align its offerings and
services with the needs of the community which it serves.
Within the University is a vast reservoir of resources
– both human and material – which can be tapped in the
improvement of communities. If the utilization of such
resources is properly orchestrated in the University’s
effort to share its technical expertise to the community, a
number of problems can be addressed thereby enabling
the marginalized sector of the society to enjoy the so-
called “quality life.”
Cognizant of its critical role in the community
where it stands, and its shared responsibility in the larger
community, the University of Pangasinan NSTP is bent on
pursuing its mission of “transforming people and
transforming communities.” It is then imperative to
conceptualize this program, PROJECT C.E.S.A.R., to
make sure resources are made available when and where
they are most needed.

VISION
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 1. Catalyst of Change. Through cooperative efforts
and collaborative partnerships, the University of
Pangasinan NSTP facilitatates transformation of
people and transformation of communities.
2. Empowerment. The University of Pangasinan NSTP
provides lifelong learning opportunities for the people
of Pangasinan and empowers them to make choices
that enhance their quality of life.
3. Strategic. The University of Pangasinan NSTP
encompasses many of the contemporary challenges
facing people and its communities for greater impact
and success.
4. Accountability. The University of Pangasinan NSTP
provides innovative and creative community
extension programs while remaining accountable to
the community.
5. Relevance. The University of Pangasinan NSTP
shows commitment to address needs and issues in a
productive and timely manner.

GOALS
The PROJECT CESAR NSTP is geared toward the
realization of the following goals:
1. Develops, strengthens, and sustains linkage with
government units/organizations (GOs), non-
government organizations (NGOs), the professions
and the industries.
2. Contributes to the economic, socio-cultural, health
and education development of marginal population
groups in the Province of Pangasinan.

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 3. Performs advocacy roles in the transformation
process of communities.
4. Participates in national and international
development initiatives/programs.
OBJECTIVES
In the implementation of the PROJECT CESAR, the
following objectives will be pursued.
1. Collaborative partnerships with government and
private sectors in the delivery of basic services to
marginal groups.
2. Empowerment of the marginalized sector of the
community in their trek to the take-off stage of
development along the areas of economic, socio-
cultural, health and education.
3. Strategic programs and projects to address
contemporary challenges facing people and its
communities.
4. Accountability measures
5. Relevant programs and projects committed to
address community needs and issues.
ORGANIZATIONAL STRUCTURE
The NSTP of the University is collaborative, meaning,
each unit has its own specializations and separate
functions to describe the full range of structuring tasks
involved. The chief specializations and specific University
unit concerned are: economic, socio-cultural, health,
Education, and Infrastructure.

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 The NSTP is the coordinating body, and is tasked to
plan, organize, implement, monitor and evaluate
community development programs and projects. The
community development project which is described
as a process of providing inputs over a limited period
using the resources provided, activities are conducted
and outputs generated, in order to achieve a previously
defined impact and community development program
which is more than one community development projects
in a sector are made sustainable by the NSTP so as that
impact continues to have effect. Coordination shall be
horizontal and vertical.
The University administration provides all the logistic
and institutional supports in the pursuit of the PROJECT
CESAR. The University administration represents the
University in all the legal aspects of the NSTPactivities,
for instance in the signing or entering into a
memorandum of agreement with sponsoring or
collaborating agencies or groups. It shall be principally
involved in locating and linking with funding agencies or
donor institutions or individuals.
The NSTP is backstopped by NSTP FACILITATORS
from each University unit/cluster who will coordinate
between the NSTP and the faculty members, employees
and students who will coordinate between the Office of
the Extension Services and the community, and partner
LGUs, CSOs, NGOs.

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ORGANIZATIONAL LEADERSHIP
Clientele needs will be met by planned focused
integrated impact driven programs implemented through
initiative teams. These interdisciplinary teams will work
collaboratively in conjunction with collaborative partners
and target groups.

1. NSTP COORDINATOR: EDWIN C. CANCINO,RMT,PhD

2. Area Coordinators:
a. HEALTH: PERFECTO SORIANO,RN,MD
FREDA LOPEZ,RN,EdD,
b. SOCIO-CULTURAL:
AMY PAMINTUAN,EdD
ANABELLE SIM,MDevtMngt
c. EDUCATION: EVANGELINE BALADAD,EdD
SHIELA CAYABYAB, EdD
d. ECONOMICS: MARIETTA CAYABYAB,MBA
DIANNE VILLANUEVA,MBA
3. NSTP Facilitators:
a. Community Project Development: JEAN
ROMERO,MAEd
b. Social Mobilization: VICTORIA SERRANA,MAEd
c. Social Entrepreneur: RAMIRO PLOPINO,PhD
d. Resource Generation: GLORIA AQUINO, MAEd
e. Monitoring and Evaluation: OLIVER RAYOS, MAEd
BENJIE BUSSEL,MAEd
f. Community Leadership: ARIS NICOLAS,BSE
g. Values Integration and Promotion: TITO
ROCABERTE,EdD
4. Administrative and Faculty Technical Support
a. Economics/Livelihood.
i. Marietta B. Sorio: Risk management
ii.Kimberly B. Cruz: Food Preparation and
Production
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 iii.Diana Z. Villanueva: Financial
Management
iv.Enrique Villanueva: Cooperative
v.Ricardo C. Bravo: Marketing and
Management
vi.Raquel D. Pascua: Farm Development
vii.Catherine Velasco: Catering services
b. Socio-cultural.
i. Ofelia C. Rayos: Pangasinan Language and
Culture
ii.Ramiro Plopino: Environmental Education
iii.Rebecca Nadya C. Fernandez: Career
counseling
iv.Darry Embuido: Musical, Theater
production
v.Nita Milanio: Indigenous Dances
vi.Maria Lolita Morga: Basic Taekwondo
vii.Rosemarie Cosue: Environmental
Awareness, issues
viii.Brenda Torio: Leadership Training
ix.Joseph Richard Mejia: Leadership Training
x.Lucita Jose: Counseling
xi.Michelle Joy Ramos: Substance of Abuse
Prevention
xii.Youth Organization
xiii.Edwin C. Cancino: HIV awareness and
prevention
xiv.Ramon Bernardo: Human Resource
Development
c. Health.
i.Kimberly B. Cruz: Diet/Nutrition Counselling
ii.Melendre M. Sison: Physical Fitness
iii.Mary Jane Ang: Instestinal parasitism and
deworming
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 iv.Hannah A. Balanon: Disease transmission
and prevention
v.Estrella A. Mendaros: Reproductive Health
vi.Catherine Velasco: Nutrition
vii. Apolonia dela Cruz: Family Planning
viii.Gary Ong: Blood Donation
ix.Alain Somera: STI Awareness
x. Romina Carreon: Women’s Health
xi. Ma. Bernadette Cabugao: Dental and
Personal Hygiene
xii.Edwin Cancino: DOTS and TB Prevention
xiii.Joy Ona: Dengue Prevention
xiv.Akarasha Onrubia: Cancer Awareness
xv.Gunda Orena/Eileen Vinluan Maternal and
Child care
xvi. Adriano Dee:Caring for the Elderly
xvii.Rosemarie de Guzman: First Aid Training
xviii.Edwin Cancino: Health Statistics
xix.Milagros Bacaneza: Mental Health
xx.Perfecto Soriano: Childen’s Health
xxi.Emma Fernandez: IMCI
d. Education.
i.Basic and Functional Literacy: Dr.
Evangeline Baladad
ii.Values Education: Dean Nigel Cabison
iii.Alternative Learning: Dr. Tito G. Rocaberte
iv.Guidance and Counseling: Dr. Lucita L. Jose
v.Non-Formal Education: Prof. Jean Romero
vi.Curriculum Development: Prof. Gloria
Aquino
vii.Strategies and Methodologies: Prof.
Victoria Serrana
viii.Assessment Tools and Evaluation: Prof.
Letecia Rocaberte
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 ix.Instructional Material and Technology: Prof.
Jenta Nalupa
5. Collaborative Partners.
a. Local Government Units:
i.City of Dagupan
ii.Municipality of Calasiao
iii.Municipality of Malasiqui
iv.Municipality of Bayambang
v.Municipality of Sta. Barbara
vi.Municipality of Mapandan
vii.Municipality of Mangaldan
viii.Municipality of Manaoag
ix.Municipality of San Jacinto
x.Municipality of San Fabian
xi.Municipality of Binmaley
xii.Municipality of Lingayen
xiii.Municipality of Bugallon
xiv.Municipality of Labrador
b. Non-Government Organizations
i.Cargill Philippines, Incorporated
ii.Rotary Club of Uptown Dagupan 2000
iii.Globe Telecommunication
iv.Kiwanis Club of Calasiao
v.Pangasinan Dental Association
vi.PAMET-Pangasinan Chapter
vii.Pangasinan Federation of NGOs(70+ NGO
members)

ROLES AND RESPONSIBILITIES

The roles and responsibilities of the members of the
University and collaborative partners in NSTP project
CESAR are as follows:

1. University of Pangasinan.
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 a. Responsible for overall development and
management of implementing the project
CESAR.
2. NSTP COORDINATOR.
a. Formulate strategic plans, programs, projects
including mechanisms to operationalize the
CESAR;
b. Develop technical standards and guidelines on
various services within the context of CESAR;
and
c. Develop monitoring and evaluation tools and
systems to track progress of CESAR.
3. NSTP Facilitators.
a. Coordinate with and advocate to the University
faculty members, employees, students and other
units to share technical expertise and other
resources for the implementation of NSTP project
CESAR;
b. Ensure linkage and adoption of University-Target
group in the overall NSTP CESAR projects and
activities; and
c. Monitor and evaluate the development and
implementation of the University-Community
collaboration efforts.
d. Responsible for overseeing the implementation
of NSTP project CESAR projects and activities
within the target groups;
e. Advocate to government authorities and non-
government organizations increase in resource
shares for efficient and effective delivery of
NSTP project CESAR services;
f. Develop financing schemes and models that will
provide resources for the implementation of
NSTP project CESAR projects and activities; and
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 g. Monitor and evaluate the development and
implementation of the NSTP project CESAR
projects and activities.
4. Collaborative Partners: Local Government.
a. Ensure that University’s NSTP project CESAR is
available to its qualified constituents;
b. Establish coordination mechanism with target
groups;
c. Participate in the development and
implementation of NSTP PROJECT CESAR projects
and activities in the target groups; and
d. Formulate and issue local policies, ordinances
and resolutions supportive of the collaboration
efforts.
5. Collaborative partners: NGOs/CSOs.
a. Participate in the development and
implementation of NSTP PROJECT CESAR
projects, activities, regulations and mechanisms;
and
b. Supplement identified available resources and
technical assistance needed.
6. University Faculty Members and Employees.
a. Provide technical expertise in the development
and implementation of NSTP PROJECT CESAR
projects, activities, regulations and mechanisms;
and
b. Supplement identified available resources and
technical assistance needed.
7. NSTP Students.
a. Provide assistance in the development and
implementation of NSTP PROJECT CESAR
projects, activities; and
b. Supplement identified available resources.
8. Target Group.
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 a. Participate in the development and
implementation of NSTP PROJECT CESAR projects
and activities; and
b. Ensure the availability of the members of the
target group for the development and
implementation of NSTP PROJECT CESAR projects
and activities.
c.
NSTP PROJECT CESARs’ FRAMEWORK
The description of the life cycle of a project,
commonly found in business theory and stretching from
the start of planning to the conclusion of project activities
is taken as an aid for PROJECT CESAR managerial
actions. The PROJECT CESARgoes through phases of
identification, conception and implementation. During
this project cycle, NSTP facilitators and extension
coordinators regularly perform tasks entailed from the
above-listed functions.
The stages which the PROJECT CESARgoes through
in the course of its implementation build on one another:
the ideas concerning what objectives are to be reached
and how they form into a system are outlined before any
decision can be taken on what inputs are required.
Before deciding to implement a PROJECT CESAR activity
and provide the necessary resources the cornerstones of
a project concept must be in place. This indicates the
transition between phases or the conclusion of a specific
phase by the phrases: “objective system
clarified”(identification phase), “project plan elaborated”
(conceptual phase) and “project purpose achieved”
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(implementation phase). The individual project planning
steps are geared to this logical system. (German
Technical Cooperation, 1996, p.5)
The entire process is linear but has many feedback
loops in which to review the analyses, planning and
decisions made or re-examine them in more detail, in line
with experience gained. The definition given to an
objective during the identification phase is not a definite
one, but must be repeatedly re-examined over the course
of implementation and modified if necessary. All other
decisions too, must be regularly reviewed and
modified if they prove to be inexpedient, no
longer applicable, or when they are up for renewed
agreement. All in all, hard and fast decisions should be
kept to a minimum expedient for a given situation, and
plans only be held as valid until new findings make it
necessary to revise them.
Re-planning shall be undertaken as the result of
systematic observation, analysis and assessment of
implementation (i.e. monitoring and evaluation). Focus
does not center exclusively on the planning targets but
also on pertinent conditions and circumstances in the
project environment. Any unintentional impacts and their
consequences must be identified at an early stage.
Basically, every activity implementing unit has a
similar management process. In development
cooperation, the management processes of several
colleges/units have to be interlinked, constituting a
complex situation which places high demands on
coordinators. Successful cooperation relies on well-
clarified roles, duties and responsibilities of the NSTP
facilitators and coordinator involved.

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UNDERLYING CONCEPTS AND BASIC TERMS

To better clarify the context and relations described

previously, the definitions are given. The definitions
given below are working aids and can be replaced by
better ones when necessary.

Community Transformation is intended to

describe significant change in a distressed community
that would be clearly measureable in terms of income,
employment, educational attainment, human health,
environmental quality, population retention, business
environment, access to capital, entrepreneurial activity,
accountable governance and civic participation (Hille,
1996).
Community Developmentcan be understood as a
structured process of transformation from a current
situation considered unsatisfactory to a future situation
which is considered to be an improvement. An intended
development must thus be based on the actual needs of
the people affected, and on the scope for action open to
them.
Communities are those groups in society within
Pangasinan who are to be directly affected by the change
contained in the project CESARgoals.
Empowerment refers to increasing the spiritual,
political, social or economic strength of individuals and
communities. It often involves the empowered developing
confidence in their own capacities. Empowerment is then
the process of obtaining these basic opportunities for
marginalized people, either directly by those people, or
through the help of non-marginalized others who share
their own access to these opportunities. Empowerment
also includes encouraging, and developing the skills for,
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self-sufficiency, with a focus on eliminating the future
need for charity or welfare in the individuals of the group.
Efficiencytells that the input into the work is
appropriate in terms of the output. This could be input in
terms of money, time, staff, equipment and so on.
Effectiveness is a measure of the extent to which a
development program or project achieves the specific
objectives it set.
Collaborative partnership means active
involvement of individuals, social groups and
organizations within the target community in planning
and decision-making processes that affect them.
Implementers are those involved in the NSTP
Project CESAR which are distinctly identified into groups.
Impact tells whether or not what was done made a
difference to the problem situation the project was trying
to address.
Indicators are a measurable or tangible sign that
something has been done.
Target groups, at whose level the intended
development is to take place.
Marginalized refers to the overt or covert trends
within societies whereby those perceived as lacking
desirable traits or deviating from the group norms tend to
be excluded by wider society and ostracized as
undesirables.
Partner organizations are the LGUs, CSOs, NGOs
who help implement project activities so that the
objectives can be attained.
Quality of Life of a population is measured by many
social and economic factors. A large part is standard of
living, the amount of money and access to goods and
services that a person has; these numbers are fairly
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easily measured. Others like freedom, happiness, art,
environmental health, and innovation.

NSTP Project CESAR POLICIES

In conjunction with the implementation of the
CESAR, the University adopts the following policies:
1. Link and collaborate policy. The NSTPbelieves
that much can be done if it links with LGUs, CSOs,
and NGOs. External resources when combined
with the University’s resources will result in a
substantial assistance to target clients.
2. Sharing of expertise in identified areas of
strength. Premised on the idea – that we can only
share expertise in areas where we are strong – the
University’s NSTP has identified five areas of
strength under which it will extend services; to wit:
health, education, socio-cultural, economic and
infrastructure.
3. Gradual expansion of service area. While the
NSTPconsiders going global in its outreach
endeavors, it nonetheless seeks to do so gradually.
First, it will reach out to people and communities in
the province of Pangasinan, then to the region and
then to the national and international sphere.
However, under special urgent circumstances, it
can participate simultaneously in NSTP endeavors
at the regional, national level depending upon the
availability of its manpower resources.
4. Capability building. With the unprecedented
rate of technology change, the NSTP will undertake
continuing capability building for its “experts” to
make them fit for the roles they are to play in their
extension work.
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 5. Periodic Assessment for effectiveness and
accountability purposes. To ascertain the
effectiveness of extension operations and to trace
accountabilities, the NSTP will conduct a periodic
assessment of its activities. This activity will
likewise reveal whether the NSTP projects/activities
have any impact at all on the clientele.
6. Participation of the students. The NSTP and
Practicum/OJT student constitute a big force and
their collective efforts when effectively harnessed
would redound to the improvement of people and
communities. Even as they are going through
learning experiences, they are helping societal
transformation – a concomitant activity which
develops in them a sense of altruism.

GUIDELINES FOR SELECTION OF TARGET GROUPS

Target groups of the NSTP PROJECT CESAR are
classified into three: community, school, and individual.
Judicious choice of a target group entails observance of
the following criteria:
1. For a community.
a. Depressed, deprived and underserved
i.Low income of household
ii.Low level of education
iii.High population density
iv.Absence of service
establishments/amenities
v.Poor condition of settlements
b. Tolerable peace and order situation
c. Accessible
2. For a School
a. Low performance in terms of pupil/student
achievements
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 b. Lack of teachers and other school personnel
c. Lack of instructional facilities
3. Individual
a. Low income level
b. Credit-worthiness/integrity
c. Willingness/commitment to participate in pre-
project implementation activities
d. Willingness to put up some form of equity.

GUIDELINES FOR PROJECT PROPOSALS

The Logic Framework Approach (Palme Center
International, 2006) is the adopted objective-oriented
planning instrument for CESAR. The LFA method is the
appropriate instrument since it helps in planning what the
CESAR want to achieve (objective) and the means
(activities) together with the collaborating partners and
target groups.
1. Title of the Activity. Formulated to give the
activity a clear profile.
2. Summary. In a few sentences, summarize the
sub-activities and its objectives, target group and
collaborative partners.
3. Partnership. Brief presentation of the tasks and
areas of responsibility for the collaborative
partners and implementers.
4. Background. The feasibility, concept and
cooperation.
5. Community Analysis. A clarification why the
activities are relevant and important in the
community through highlighting the situation in
the community. Describe the economic, socio-
cultural, education, health and infrastructure
situation of the community.

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6. Target group. Describe the target group in actual
numbers, age, gender. Present the target group
and their quality of life, in particular political
influence and participation. Describe how the
target group will contribute to the planning of the
activities.
7. Problem Analysis. Identify the focal problem, its
causes and its effects. Describe how the target
group will be involved. Describe how the
collaborative partners and implementers are
involved in the analysis of the causes and effects
of the problem.
8. Objective Analysis. Ensure objectives are
formulated based on problem analysis. In the
project contexts, formulate the different levels of
objectives as: Overall objectives - based on
effects, Project purpose – focal problem, and
intermediate objectives – causes.
9. Activities. Activities tackle the causes of the
problem and lead to the intermediate, in the long
term, the overall objective being fulfilled. Show
clearly the activities that are linked to each project
purpose/intermediate objective. Present the
project activities for the coming operational year.
Specify where, how and when and for whom within
the target group the various activities are being
implemented. Draw up a timeframe for
implementing the various activities. Specify an
activity completion date.
10. Capacity Building. Identify support for the
development of knowledge and expertise for the
target group.
11. Budget. Present a specified budget for each
individual activity. Comment on the budget items,
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 how a material will be used and who own it when
the activity is completed.
12. Risk Analysis and Risk Management. Identify
the risk that could obstruct or complicate the
implementation of the project. Identify the
mechanism of counteracting the risks.
13. Sustainability. Identify which parts of the project
can the target group realistically be expected to
carry on when our support ends.
14. Indicators. Indicators should describe the major
features of a goal, a result or an assumption.
Indicators can refer to physical outputs or changes
in the target group.

MONITORING AND EVALUATION

In order to review the progress, identify problems in
planning and/or implementation and make necessary
adjustment so that objectives can be achieved, the
following monitoring and evaluation design(Olive, 2002)
is adopted.
1. Developing Indicators. Indicators are an essential
part of a monitoring and evaluation system. The
following steps are adopted as method for
developing indicators.
a. Identifying the problems:
i. Economic situations.

ii.Social and cultural situations.

iii.Health situations.

iv.Education situations.

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b. Developing a vision for how PROJECT CESAR
would like the problem areas to be.
i. Economics. Increased net returns from
adoption of livelihood opportunities.
Improved employment possibilities and
retain youth to fuel economy. Improved
economic opportunities for sustainable
community development.
ii.Socio-cultural. Increased knowledge,
appreciation and understanding regarding
social, cultural, political and
environmental issues. Enhanced life skills
such as strong character, responsibility,
teamwork, communication, high self-
esteem. Strengthened family
relationships in a positive learning
environment.
iii.Health. Improve health among residents
that will translate into increased
community resilience, physical and
emotional vigor, reducing the severity of
illness or length of time individuals are
sick and enhancing the quality of life.
iv.Education. Enhanced life knowledge
and skills, strong character, high self-
esteem. Increased funding to support
sustainable literacy programs.
c. Developing a process vision for how PROJECT
CESAR want things to be achieved.
i. Economics. Pursuit of linkages and
external funding for livelihood trainings
and economic development opportunities.
Deliver educational programs in livelihood
and enterprise development including
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 micro-enterprises, home-based
businesses, financial management,
designed how to establish and maintain
an economically viable business
enterprise and develop decision-making
skills.
ii.Socio-cultural. Activities that provide
learning opportunities for youth such as
presentations, projects, contests, fairs,
and leadership camps. Deliver advocacy
programs designed to develop and assist
people in effective decision making along
social, cultural, political and
environmental issues.
iii.Health. Partner effectively with key
health leaders and organizations at the
community level and provincial level to
focus priorities, strengthen efforts and
conduct health education, programs
designed to improve health status.
iv.Education. Faculty and Student
volunteers to assist with tutorials and
other educational activities. Pursue
external funding opportunities for literacy
programs and develop collaborative
partnerships with agencies concerned
with education to promote sustainable
literacy program.
d. Developing indicators for effectiveness and
efficiency
i. Economics:
1. Household income
2. Employment by age group
3. Unemployment by age group
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 4. Growth rate in small business
5. % people below poverty line
6. Residential construction or renovation
7. Employment by occupation
8. Default rates on loans
9. Gini distribution of income
ii.Socio-cultural:
1. Number of violent crimes
2. Church participation by age and
gender
3. Number of community organizations
4. Organized cultural, sports programs
5. Number of youth, elderly, women’s
groups
6. Number of public meetings
7. Participation in public meetings
8. Participation in elections
9. Number of activities dealing with
traditional customs.
iii.Health:
1. Life expectancy at birth
2. Causes of death
3. Mortality rates
4. Causes of illness
5. Morbidity rates
6. Rates of hospitalization
iv.Education:
1. Literacy rates by gender and age
2. Retention rate by school level
3. School completion rates by exit
points
4. Availability of instructional materials
5. Participation rate
6. Survival rate
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 7. Drop-out rate
8. Transition rate
9. Achievement rate
2. Monitoring System Design. The following is a step-
by-step process used to design a monitoring
system for a project.
a. Generate indicators for efficiency,
effectiveness and impact.
b. Based on the indicators, formulate and choose
the variables that will help in answering the
questions that are important.
c. Collecting information.
d. Analyzing the information.
e. Reporting.
3. Terms of Reference for an evaluation process.
a. Background.
b. Purpose. To assess the PROJECT CESAR in
terms of effectiveness, impact on the target
group, efficiency and sustainability in order to
improve its functioning.
c. Key Evaluation Questions.
i.Who is currently benefitting from the
project and in what ways?
ii.Do the inputs (in money and time) justify
the outputs and, if so/if not, on what basis
is this claim justified?
iii.What are the most effective ways in
which a project of this kind can address
the problem identified?
iv.What would improve the efficiency,
effectiveness and impact of the current
project?
v.What are the lessons that can be learned
from this project in terms of replicability?
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d. Specific Objectives.
e. Methodology.
i.Interviews
ii.Key informant interviews
iii.Questionnaires
iv.Focus group
v.Community meetings
vi.Fieldwork reports
vii.Critical event analysis
viii.Participant observation
f. Logistic issues.

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