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Monitoring & Evaluation Plan

Abstinence and Behavior Change


for youth project (ABY)
FY 2005 - 2009

Developed and written by


Lawrence Nduva ADRA ABY Kenya M&E Technical Unit
Team Leader

August 2008

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Table of Contents
ACKNOWLEDGMENTS................................................................................................................................IV
LIST OF SELECTED ACRONYMS AND DEFINITIONS...........................................................................V
1.0 INTRODUCTION.........................................................................................................................................1
1.1 THE ADRA ABY OVERALL GOAL AND STRATEGIC OBJECTIVES..............................................2
1.1.1 Training.......................................................................................................................3
1.1.2 Community Outreach .................................................................................................3
1.1.3 Information Education Communication (IEC) production.........................................4
1.2 ABY MONITORING AND EVALUATION FRAMEWORK...............................................................6
1.3 OUTCOME AND IMPACT INDICATORS DEFINITION....................................................................15
1.3.1 Definition of Outreach..............................................................................................15
1.3.2 Definition of Double Counting.................................................................................17
1.4 ABY M&E ACTIVITIES............................................................................................................................19
1.4.1 Management Surveys................................................................................................19
TABLE 2: MAJOR M&E ACTIVITIES, BY COMPONENT.....................................................................21
1.4.1.1 Sampling Design................................................................................................22
1.4.1.2 Simple random sampling...................................................................................22
1.4.1.3 Systematic sampling..........................................................................................23
1.4.1.4 Stratified sampling.............................................................................................23
1.4.1.5 Cluster/multistage sampling...............................................................................23
1.5 Focus group discussions and case Studies...................................................................30
1.6 Capacity-building Surveys...........................................................................................30
1.7 Sample methods and sample size.................................................................................30
1.8 Case Studies.................................................................................................................31
1.9 Social mobilization and institutional strengthening.....................................................31
2.0 Institutional Capacity Assessments..............................................................................32
2.1 PME (including Attitudinal Change Monitoring)........................................................32
2.2 Mid-term Evaluation....................................................................................................33
2.3 Final Evaluation...........................................................................................................34
2.4 Progress Monitoring.....................................................................................................34
2.5 Qualitative assessments...............................................................................................35
3.0 REPORTS, INFORMATION DISSEMINATION AND USE.................................................................35
3.1 MONTHLY, QUARTERLY, BI-ANNUAL AND ANNUAL ABY REPORTS........................................35
3.2 Reporting Plan.............................................................................................................35
2.2.3 Data collection/analysis/reporting plan/ system.......................................................36
3.3 Dissemination of Information......................................................................................38
3.4 Utilization of Information............................................................................................38
Table 5: Information Usage by Stakeholder Category..................................................40
4.0 ANNEXES....................................................................................................................................................42
Annex 1: ABY Results Framework...................................................................................43
ABY KENYA AND TANZANIA RESULTS FRAMEWORK- Diagrammatic presentation
............................................................................................................................................45
Annex 2: ABY Indicator Performance Tracking Table.....................................................46
Annex 3: Progress Monitoring Checklist .........................................................................53

Abstinence and Behavior Change for the youth ii


Annex 4: Partner TOT reporting format............................................................................54
Annex 5: ADRA staff reporting format............................................................................56
Annex 6: Intervention Case Study Outline.......................................................................58
Annex 7 Training Reports .................................................................................................60
Annex 8 Trip Reports.........................................................................................................61
Annex 9 Peer Education tracking register.........................................................................64

Abstinence and Behavior Change for the youth iii


ACKNOWLEDGMENTS

Lawrence Nduva the M&E Specialist in charge of the Monitoring and


Evaluation activities in ADRA ABY Kenya project was the key facilitator for
his invaluable support in providing technical guidance and facilitation of
the project team in the process of developing the ABY Kenya and
Tanzania M&E Plan.

The author appreciate input and review comments from Peter Ngatia
Country project Coordinator, Job Ong’ombe (Faith Based Liaison Officer
ADRA ABY- Kenya), Barrack Bosire (Behaviour Change Specialist officer
ADRA ABY- Kenya), Rosemary Nyamagere Biseko (Behaviour Change
Specialist officer ADRA ABY- Tanzania), Dickson Humphey (Behaviour
Change Specialist officer ADRA ABY- Tanzania), Faraja Mafuru (Behaviour
Change Specialist officer ADRA ABY- Tanzania) and Grace Mahumbuga
(Behaviour Change Specialist officer ADRA ABY- Tanzania)

To you all I say thank you and May God bless you abundantly as you work
in his vine yard.

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List of Selected Acronyms and Definitions

ABC Abstinence, Be faithful, and correct and consistent


Condom use
AIP Annual Implementation Plan
ABY Abstinence and Behavior Change for Youth
ADRA Adventist Development and Relief Agency
AIDS Acquired Immune Deficiency Syndrome
BCC Behavior Change Communication
BCS Behavior Change Specialist
CBO Community Based Organizations
DEOs District Education Offices
DIP Detailed Implementation Plan
DSS Decision Support System
FBO Faith-based Organizations
FY Financial Year
GOK Government of Kenya
HIV Human Immune Deficiency Syndrome
IEC Information Education and Communication
JPMC Joint project Management Committee.
KEPMS Kenya HIV and AIDS program monitoring system
KNASP Kenya National HIV and AIDS Strategic Plan
LFA Logical Frame work Analysis

Abstinence and Behavior Change for the youth v


M&E Monitoring and Evaluation
MOE Ministry of Education
MOH Ministry of Health
NGO Non-governmental Organization
PERFAR Presidential Emergency Plan for AIDS Relief
P/C Parent – Child
PLWHA People Living with HIV/AIDS
SDA Seventh-day Adventist (Church)
SO Strategic Objective
SPSS Statistical Packages for Social Sciences
USAID United States Agency for International
Development
YAG Youth Action Groups

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1.0 Introduction

This M&E Plan is designed to provide documentation of and guidance in the


activities and methods to be applied in assessing the changes brought
about by the Abstinence and Behavior Change for the youth project (ABY)
on the Behavior of target group. The planned behavioral and systemic
changes are being realized through the interventions delivered by the three
ABY components. The monitoring and evaluation activities highlighted in
this document include both quantitative and qualitative approaches. For
each component, the use of these methods will vary according to the type
of information needed to measure each activity.

The objectives of the Abstinence and Behavior Change for the youth Project
Monitoring and Evaluation Plan (henceforth, the ABY M&E Plan) are to
provide:

 A reference for M&E activities to be accomplished over the life of the


ABY;
 A guideline for gathering M&E information and for making timely
management decisions;
 An overall plan for assessing the effects and impact of the ABY program
among participants/beneficiaries over time; and

Progress monitoring will include complete detailed reports of inputs,


activities, and outputs on a monthly basis, as well as periodic field visits to
trouble shoot monitoring when needed. The status of beneficiary
communities including local forums (Peer education meetings, open forums,
church conventions and rallies, youth groups meetings,) will also be
reported. This will include composition (gender, age), action plans, and the
relevant training (10-15 pathfinder curriculum, Parent Child communication
and peer education training). Progress monitoring will be summarized in
the monthly, quarterly, biannual and yearly ABY reports as per the annual
work plans.

Annex 2 provides an indicator performance-tracking table (IPTT) for the


entire project. This table was developed in consultation with ADRA
International M&E team and is been used for normal reporting to the donor.
In addition, an indicator performance-tracking tool is included for each
project component and is provided to show the expected level of progress
in effects and outputs.

The effect level changes will be captured through several indicators. The
application of this M&E plan will enable the timely generation, processing
and analysis of both qualitative and quantitative variable information for
both magnitude and direction of change of effect level indicators.

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Ultimately, this should enable the assessment of whether the ADRA ABY
met its goal and to what extent.

In both Kenya and Tanzania, behavior change project activities are


susceptible to ever changing cultural dynamics and life styles. These often
lead to shifts in the mode of Behavior Change activities. In the short term,
the health sector (prevention specifically the Behavior Change component)
is more sensitive to the ever changing, youth culture and life styles and
socio-political conditions which play a greater role in influencing the
behaviors of the target groups. In addition, due to these external factors,
there exists the potential for the disruption of project activities and
therefore a limitation in the magnitude and direction of effects and impacts.
In an attempt to capture the changes and shifts in the behaviors of
beneficiaries and to better understand how these are shaped by external
factors, scheduled seasonal and other ad hoc surveys and case studies will
be conducted.

In applying the different methodologies to gather information, the tools to


be used will include structured and semi-structured questionnaires, Focus
Group Discussions, case studies and participatory monitoring. Except for
the questionnaires, guidelines for applying the methods are discussed in
this text and examples provided as annexes. The questionnaires for the
various surveys (baseline and mid- term evaluation) are not included in the
annex but can be obtained from the ADRA ABY monitoring and evaluation
unit.

This plan will serve as a guide for both ABY implementing partners and the
project staff and as a capacity building tool for the partners.

NOTE
Since the ABY was approved in September 2004, some changes have been
made in the indicators and M&E activities. This was done with full
consultation between ADRA ABY and USAID. As the ABY project continues
to implement its activities, new lessons will be learned and changes in the
operating environment may necessitate future adjustments. ADRA ABY and
USAID will together continue to review and exchange information when
such changes occur and make mutually agreed adjustments, if necessary.

Finally, for clarifications, comments, suggestions, or if requiring assistance


in using or referring to this document, or if in need of more information, you
are encouraged to contact the ADRA ABY Program M&E Unit.

1.1 The ADRA ABY Overall Goal and Strategic Objectives

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The results framework for ABY is provided in Annex I. It illustrates the
linkage between the goal hierarchy of the project. As the framework notes,
ADRA ABY Overall goal is:

To reduce HIV and AIDS infections in the countries of Kenya and Tanzania
through a variety of HIV and AIDS prevention strategies, which will reach
over one million youth, aged 10-24, with Abstinence and Be Faithful (AB)
messages by September 2009.

To achieve the Project goal, the project focuses on the following three
Strategic Objectives (SO):

SO 1: Expand skills-based HIV training for youth


SO 2: Facilitate positive community discourse on HIV and AIDS
SO 3: Reinforce the role of parents and other protective influences

Through these objectives, ADRA ABY is committed to achieving substantial,


sustainable and measurable improvements in changes of behaviors among
its targeted beneficiaries

ABY project has three main components and as such each component tries
to contribute in different ways to Strategic Objectives mentioned above.
Within each Strategic Objective are multiple intermediate results which
contribute to the strategic objectives. The three main components are:

1.1.1 Training

The training component employs TOT approach which is a scale up strategy


to reach youth with correct and consistent AB messages. This cascade
approach has two levels; level one TOTs train level two trainers who reach
youth. Different trainings are organized at all levels using developed
training manuals. The trainees are selected and recommended by partners
following mutually pre-determined criteria, with the aim of scaling up and
sharing knowledge on Life Skills, HIV and AIDS, and sexuality topics.

1.1.2 Community Outreach

The community outreach component is essential and plays an important


role in reaching youth through forums organized by partner FBOs and CBOs
with relevant AB messages. Different events which include (community
theatre, peer to peer discussion, Open forums, youth rallies and
conferences, camp meetings, public meetings etc.) are used to deliver AB
messages.

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1.1.3 Information Education Communication (IEC) production

AB messages passed to the audience through trainings and community


outreach are reinforced by Information, Education, and Communication
(IEC) materials such as (brochures, fact sheets, banners, posters, t-shirts
and caps) these act as reference materials for the trained TOTs when they
are conducting a trainings and community outreaches.

The ABY project will achieve its Strategic Objectives through a series of
Intermediate Results (IRs). Strategic Objective #1 will lead to expansion of
skills-based HIV training for both in and out of school youth. This will be
accomplished directly through trainings and outreaches aimed at providing
AB information to the target group. These will in turn lead to reduction in
numbers of teen pregnancies among the target group as well as increased
knowledge in HIV and AIDS and directly contributing to both PEPFAR
USAID’s indicator 2.1A and 2.2.

Community discourse on HIV and AIDS is addressed by the project


Strategic Objective #2. The training, Community outreaches and
Information Education and Communication components contribute
directly to these strategic objective. These aim at increasing public
awareness on issues of sex and sexuality and open communication. This will
in turn translate to increased knowledge on HIV and AIDS leading to
decrease prevalence rates among the targeted group. This contributes
directly to PEPFAR USAID’s indicator 2.1 and 2.2

The ABY Strategic Objective #3. The training, Community outreaches and
Information Education and Communication components contribute directly
to these strategic objective. These aims at creating an enabling
environment for parents to share with their children by giving them
communication skills and equipping them with information on HIV and AIDS,
hence leading to increased community discussions on HIV and AIDS right
from the family level which will translate to general community awareness
on preventive health practices. This contributes directly to PEPFAR USAID’s
indicator 2.1, 2.1A and 2.2

The ABY strategic objectives are not isolated from one another. Once the
activities to reach these objectives are completed and the objectives met,
the overall result will be reduced HIV and AIDS infections in the countries of
Kenya and Tanzania

Annex 1 also provides the Intermediate Results1 against each Strategic


Objective. Details of the relationships between the ABY components,
indicators, strategic objectives, intermediate results and monitoring and
1

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evaluation activities including method and frequency of information
collection are presented in Table 1, the ABY Monitoring and Evaluation
Framework. This framework provides the basis for much of this M&E Plan.

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1.2 ABY monitoring and Evaluation Framework
Table 1: ABY Monitoring and Evaluation Framework
Program Strategic Definition Measure- Data source Method Freque Responsib
Componen Objective Indicators of ment Units of data ncy of le persons
t Intermediar Indicators collectio data
y Results n collecti
on
SO1: Skills Based HIV Education Scaled-Up

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Training IR1: Age # of TOT Master Numbers Designe Monthl Training
Appropriate Master Guide TOTs Training d report y officer
Curricula Guides are youth reports from form
Adapted trained trainers in the TO
and the SDA
Disseminat church
ed trained on
HIV and
AIDS and
life skills
using the
10-15
curriculums
. The
indicator
seek to
capture the
number of
master
guides
trained
# of Pathfinders Numbers Senior Youth Report Monthl Pastor/Yo
pathfinder are young society forms y uth leader
leaders persons
trained by aged 10-15
Master years who
guide TOTs are
members of
Pathfinder
clubs in the
SDA church
# of Honor Numbers Pathfinder Report Quarter Pastor,
pathfinders Badge is an clubs forms, ly Pathfinde
who honor pathfind r district
initiated awarded to er club coordinat
work on a records or
ABY Honor Pathfinder
badge who has
successfully
completed
the
Pathfinder
Honor
Badge
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Training IR 2. # of Adult Adult TOTs Numbers Report Monthl Training
Teachers, TOTs are adult Training forms y coordinat
Parents, trained in trainers records or
Adult Role Stepping who are
Models and Stones trained in
Master interactive
Guides communicat
TOTs ion skills
trained to # of Adult Adults Numbers Training Report Monthl Training
deliver Role trained in records forms, y coordinat
these Models Interactive or
curricula trained in communicat
through interactive ion skills
interactive communica
and tion skills
participator
y # of TOTs Partner Numbers Training Report Monthl Training
techniques. trained in volunteers records forms, y coordinat
counseling trained in or
skills Counselling

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Training IR 3. Skills- # of Teaching Numbers Behaviour Designe Monthl Behaviour
and based HIV schools aids are change d report y change
production education provided information specialist form specialist
and expanded with ABY al materials coordinator
distributio through teaching on Youth records
n of IEC schools, aids, Reproductiv
materials working materials, e Health
with the and
MOE and equipment
local
schools at # of school School Numbers School clubs, Report Monthl BCS
the clubs clubs GC forms y
community adopting disseminati department
level ABY ng AB
messages messages

# of Visits Numbers Chaplaincy Report Monthl BCS


exchange conducted coordinator, forms y
visits for by schools GC
schools to to other department
promote schools to
best- share AB
practices of messages
preventativ
e
health/soci
al school
programs

Abstinence and Behavior Change for youth Project 9


Communit IR 4. Youth- # of fora Fora are Numbers Community Report Monthl BCS
y outreach serving organized social Based forms y
networks to promote events Organisation
deliver HIV sharing of organised s records
education ABY best to promote
through practices AB
out-of- for out-of- messages
school school to youth
programs. youth

# of out-of- Number of Numbers Community Report Monthl BCS


school youths who Based forms y
youth are out of Organisation
receiving school who s records
ABY participate
messages in AB
and discussion
messages and
on health outreach
and social sessions
risks

SO2: Broad Community Discourse on Healthy Norms and Risky Behaviors Stimulated

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Training, IR 1. Civil- 1) # of ADRA FBO Numbers District Report Monthl BCS
community society fbos, cbos, and CBO Culture and forms, y
outreach organizatio and other partners Social FGDs,
and ns, local community- who are Services Intervie
production faith based implementi Office ws
and leaders and partners ng AB records, FBO
distributio CBO implementi activities in and CBO
n of IEC representat ng HIV their local leaders
materials ives prevention settings records
support activities
community focused on
forums and “a” and
events for “b”
both youth targeting
and adults youth
to
encourage 2) # of Prevention Numbers Leaders – Report Monthl BSC
healthy sites where sites are FBOs, CBOs, forms y
social prevention places BCS records
norms and programs where more
behaviors focused on than one AB
“A” and activity is
“B” and on implemente
reducing d e.g.
harmful trainings
behaviors and
are outreaches
implement are
ed. conducted
in schools
and
churches
and
mosques
# of Community Numbers Leaders – Report Monthl Leaders –
community volunteers FBOs, CBOs, forms y FBOs,
volunteers are trainers Behaviour CBOs,
trained as from FBO change BCS
change and CBO Specialist
agents partners records
using the trained on
stepping Interactive
stone Methodolog
methods ies using
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Communit IR 2. Youth- # of out-of- Youth who Numbers BSC records Report Monthl
y outreach led school are out of forms y BSC
community youth school
media attending attending
supported events that forums that
to receive risk share risk
understand reduction reduction
and messages messages
personalize
high-risk # of youth Youth Numbers BSC records Report Monthl Leaders –
behaviors. groups groups who forms y FBOs,
awarded participate CBOs, BSC
for in sharing
outstandin AB
g ABY messages
messages; and are
given
awards for
sharing
best AB
messages
Communit IR 3. Media # / type Abstinence Numbers Media houses Report Monthl M&E and
y outreach campaigns media and Be records forms y Media
reinforce messages faithful technical
and aired; and Parent Advisor
normalize –Child
ABY Communica
messages. tion
messages
developed
to be aired
through the
radio
# of youth Youth Numbers Media houses Report Monthl M&E and
who receiving records forms y Media
received AB technical
ABY messages Advisor
messages through
through radio
mass programs
media aired by
ADRA ABY
project

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SO3: The Role of Parents and Other Protective Influences Reinforced

Training IR1. Parent- 1) # of Parents Numbers Training Report monthl Training


and Child individuals trained in records forms y officer
community Communica trained in parent child
outreach tion on HIV, parent- communicat
Human child ion
Sexuality, communica
and tion skills
Broader
Issues 2) # Youth Youths who Numbers BSC records Report Monthl BSC
improved. who receive PCC forms y
received messages
ABY through the
messages parents
through
parents

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1.3 Outcome and Impact Indicators definition

Percent of young people aged 15–24 who both correctly identify ways of
preventing the sexual transmission of HIV and who reject major
misconceptions about HIV transmission

% Youth 15-24 identifying at least < 1 way of preventing himself/ herself


from contracting HIV and AIDS Numerator: Number of youth who report
having identified correctly ways of preventing themselves from sexual
transmission of HIV and who reject major misconceptions about HIV
transmission.
Denominator: Number of youth aged between 15-24 years within the target
districts.

Source: Baseline, mid term and end term youth 15-24

Impact Indicator #1. Reduction of HIV and AIDS infections in the


countries of Kenya and Tanzania

The proportion of youth between ages 10-24 years whom their Sero-status is
negative after HIV and AIDS testing as per the countries indicator survey.
The proportion of youth between ages 10-24 years who can correctly identify
ways of preventing themselves from contracting HIV and AIDS

This is the recommended direct and proxy outcome measurement for the
overall goal of the project. It is an accepted primary indicator for long-term
impact of HIV and AIDS reduction. The changes in this indicator are
cumulative, so the age interval of the youth needs to be limited (best if
measured at the end of the project through the national AIDS indicator
survey). Only needs to be measured at the baseline and final evaluations.
Best if a comparison group can be measured at baseline and final
evaluation stages as well.

Measurement: The proportion of youth between ages 10-24 years whom


their Sero-status is negative after HIV and AIDS testing as per the countries
indicator survey.

Target Audience: Direct and indirect beneficiaries.

Estimated Sample Size: The recommended sample size for this indicator
(using simple random sampling) is 225-250 youth per strata.

1.3.1 Definition of Outreach

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An individual or group is considered to have been reached with an “A”
(Abstinence) or “B” (Be faithful) message when the following conditions are
met:
• Must be reached with at least two of the following 6 Key Abstinence/
Be- faithful messages in each session 1 & 2 (the 6 key Abstinence
and Be faithful messages are listed below according to the USAID ABC
Guidelines)
• The outreach session must be participatory and allow audience
involvement
• The outreach session must last at least two hours
• The outreach session must have particular objectives targeting
particular A or B Audience

Section 1 Abstinence Programs promote the following key


messages

1. The understanding that abstaining from sexual activity is the most


effective and only certain way to avoid HIV infection;
2. The development of skills for practicing abstinence;
3. The importance of abstinence in eliminating the risk of HIV
transmission among unmarried individuals;
4. The decision of unmarried individuals to delay sexual debut until
marriage (the decision of sexually active youths to return to
abstinence or achieve “secondary abstinence” falls here too); and
5. The adoption of social and community norms that support delaying
sex until marriage and that denounce cross-generational sex;
transactional sex; and rape, incest, and other forced sexual
activity;
6. The understanding of how different behaviors( eg.drug abuse,)
increase risk of HIV infections;

Section 2 Be faithful Programs promote the following key


messages:

1. The Elimination of casual sexual partnerships;


2. The development of skills for sustaining marital fidelity;
3. The importance of mutual faithfulness with an uninfected
partners in reducing the transmission of HIV among individuals in
long-term sexual relationships;
4. HIV counseling and testing with their partner for those couples
that do not know their HIV status;
5. The endorsement of social and community norms supportive of
refraining from sex outside marriage ,partner reduction, marital
fidelity ,by using strategies that respect and respond to local
cultural customs and norms; and

Abstinence and Behavior change for youth project 16


6. The adoption of social and community norms that denounce
cross-generational sex; transactional sex’ and rape, incest, and
other forced sexual activity.

1.3.2 Definition of Double Counting

Definition:
Double counting is the instance where an individual is erroneously counted
and reported as having been reached with an (“A”) or Be faithful (“B”)
message or training for two or more times while in reality the individual
received the message or training once.

Note: Double counting could occur in many different circumstances. Some


indicators
(e.g. Number of people reached through AB and more so in an open set up)
are more prone to double counting because of the difficulty inherent in
tracking the individuals being served and more so if is a large crowd and
many of the attendance lists need to circulated to capture the number of
people in attendance and some people may register twice and/or the
multiple types of programs implemented to assist clients in the same
Prevention site.

Types of Double Counting Errors

The ADRA ABY project has categorized the problem of double counting into
two major essential types and defines it as follows;

Type I: Within Partner Double Counting of Individuals

This a situation where one partner at one site provides the same messages
at multiple times to the same individual within one reporting period and
counts the individual as having received the messages multiple times within
the same reporting period.

ADRA Response

ADRA ABY project through its definition of reach has ensured that an
individual is counted as reached once a year if he/ she receive at least two
types of either A or AB messages as prescribed in the USAID ABC guideline.
This is ensured through giving each participant a unique identifier, which
the project uses to identify those who have been reached to avoid the
issues of double counting.

Type II: Between Partner Double Counting of Individuals

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These is where two or more partners supply the same service to the same
individual at the same site or different sites within one reporting period and
both partners add the individual to their count within the activity site.

ADRA Response

ADRA through the ministries of Education, Culture and social services and
youth and sports at the districts level, did a mapping exercise within its
catchment’s areas to get to know USG partners operating within the
districts and the type of services they were offering. This was solely done to
enable the project avoid catchments areas where other USG partners where
operating so as to avoid double counting

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1.4 ABY M&E Activities

The following section provides details of ABY monitoring and evaluation


activities, including an approximate timeframe and a brief description for
each of the activities. Table 2 highlights these activities by project
component. While each activity will be followed as closely as possible,
there may be variations from one phase of implementation to the next to
reflect lessons learned from previous M&E activities.

1.4.1 Management Surveys

Objectives

ABY management studies will have multiple objectives due to the diversity
of interventions strategies being carried out. In general, all management
survey studies will involve key stakeholders in defining study objectives,
carrying out surveys, analyzing information, and reflecting on results.
Typical ABY management survey objectives will include the following:

gain an understanding of HIV/AIDS issues, specifically in terms of


sexual behaviors, attitudes, and practices of the target population
and,
determine the level of knowledge on HIV/AIDS among the target
population in the project areas,
Use results of the baseline study to revise, refine and adjust M&E
indicators of the ABY program.
assess the level of diffusion of ABY messages in the project areas,

These Management survey is in line with its objectives as detailed in the


Project’s Detailed Implementation Plan (PDIP) and sites of operation. The
PDIP is available with the project management. The details for each
component’s Management survey are given in the detailed component
section.

Methods

Management studies will generally employ a mix of qualitative and


quantitative methods. The specific methods used will depend on the
objectives of the study and for these specific one a quantitative approach

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based on a structured questionnaire will be used to capture pre-intervention
status of HIV and AIDS awareness and practice and coverage activities for
community-based organizations Faith based organizations, partner NGOs,
and selected collaborators.

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Table 2: Major M&E Activities, by Component
Frequency (year)
Compon Activity F F F F F Notes
ent Y01 Y02 Y03 Y04 Y05
Training
Pre- post test 1 1 1 1 1 Includes pre- and post questionnaires.
Spots checks at training site 1 1 1 1 1 To be done both by the TO and BCSOs
Follow ups during message 1 1 To be done both by the TO and BCSOs
delivery by 2nd level TOTs
Selection of Trainees by the 1 1 1 1 1 To be done both by the TO and BCSOs
partners
Needs Assessments 1 1 1 1 1 Based on partners performance
Institutional Baseline 1 To be done by the M&EO
(Qualitative)
Case Studies 2 2 2 IGA; social impact; role of women in UP;
caretakers
Community Outreach
Institutional Baseline Survey 1 To be done by the M&EO
Institutional Capacity 1 1 To be done by the M&EO
Assessments
Needs Assessments 1 1 Based on partners performance
Social mobilization and 1 1 1 To be done by the M&EO
institutional strengthening

Qualitative Surveys as required Response of the target beneficiaries


Case studies as required
Impact Surveys as required Response of the target beneficiaries
Production of Information Communication and Education Materials
Distribution of the IEC materials 1 1 1 1 1 In all the districts
Compliance to Branding and 2 2 2 2 2 To be done by the media technical Advisor
Marking
Appropriateness of the 1 1 1 1 1 To be done by the media technical Advisor
messages developed
Checking of the relevance of the 1 2 1 1 1 To be done by the media technical Advisor
messages
Culture sensitivity 1 2 2 2 1 To be done by the media technical Advisor
Scientific correctness 1 1 1 1 1 To be done by the media technical Advisor
Case Studies As required Response of the target beneficiaries

Abstinence and Behavior change for youth project 21


Initial information on population of the target beneficiaries within the
target districts was gathered from the 1999 census survey aimed at
helping the ABY team to decide on the number of youths to be
targeted by the project (a pre-design activity). Despite this, it was
decided early on that management surveys will be required to help us
set targets.

For ABY, the management survey provides a comprehensive and


relevant database for project sites, and will act as a reference point for
pre- and post-intervention comparisons. The Management will employ
quantitative approaches and information will be collected using a
structured questionnaire designed to capture the pre-intervention
status of beneficiaries’ in the project as well as beneficiaries in control
project sites (Where the project is not implemented). Control project
sites with similar geographical location and topography but with no
intervention activities will be selected for data collection.

Community outreach component will use a qualitative approach based


on a un structured questionnaire. The baseline will capture the pre-
intervention status of HIV and AIDS awareness and preparation
activities of community-based organizations, data handling as well as
reporting structures for the partners CBOs and FBOs as well as the
partner NGOs, and selected collaborators.

1.4.1.1 Sampling Design

Baseline surveys will use an appropriate sampling design and employ,


when possible, random samples from the entire beneficiary population
as defined in the sampling frame. However, given the wide geographic
area covered by ABY some multi-stage designs will be necessary.
Probability samples have the characteristic that each unit in the target
population has a known, non-zero probability of being included in the
sample. Probability samples use RANDOM selection mechanisms in at
least one stage. The following guidelines will be used in ABY:

1.4.1.2 Simple random sampling

• Obtain a list of individuals from which to select a sample. If the


sample is to be representative of the population, the sampling
frame must include all or nearly all members of the target
population.
• Use a random number table and select individuals or "sampling
units". Each individual has the same chance of being selected from

Abstinence and Behavior Change for the youth project


22
the list. Members of the target population are selected one at the
time.
• Once members have been selected, they are not eligible for a
second chance and they are taken out of the sampling frame for the
selection of subsequent members to include in the sample for this
exercise.

1.4.1.3 Systematic sampling

• Obtain a list of individuals or a map from which to select a sample.


• Choose a random start, and then select every nth unit (i.e. every
8th or every 125th). The random start is an essential component of
the process. Without using a random start some members have
zero probability of selection and it cannot be considered a
probability sample.
• If you have a population of 10,000 and you want to select a sample
of 250 individuals, the sample interval n would be 40 (10,000/250).
After choosing a random start every 40th unit will be selected.

1.4.1.4 Stratified sampling

A stratified random sample is one in which the population is divided


into subgroups or "strata", and a random sample is then selected from
each subgroup.
• Divide the members of your target population into groups that are
different in ways that are significant to the issue being studied.
Each member is assigned to one and only one group.
• Select independent random samples for each of the groups, using
simple random or systematic sampling.

1.4.1.5 Cluster/multistage sampling

A cluster is a naturally occurring unit such as a school, a village, a


hospital. Cluster sampling is usually used for large surveys.

For selecting a cluster sample:


• Obtain or compile a list of clusters (i.e. list of schools).
• Select randomly a certain number of clusters (i.e. 10 out of 100
schools).
• Include all members of the selected cluster in the sample (i.e. all
school teachers in the 10 schools).

1.4.1.6 Multistage sampling is an extension of cluster sampling.


After selecting randomly clusters the next step is the following:

• Select a sample from the cluster using simple random or systematic


sampling.

Abstinence and Behavior Change for the youth project


23
ABY management surveys may also employ non-probability sampling
methods, including sampling approaches where subjective judgments
play a role in the selection of the sample.

Abstinence and Behavior Change for the youth project


24
Table 3: Purposeful Sampling Methods
Method Description

Convenience Select cases based on their availability for the


sampling study.
Most similar/ Select cases that are judged to represent similar
dissimilar cases conditions or, alternatively, very different
conditions.
Extreme sampling Select cases of successful
households/individuals and unsuccessful
households/individuals in order to understand
the extreme behaviors or outcomes. This is a
very useful sampling method for project
monitoring.
Typical case Select cases that are known beforehand to be
useful and not to be extreme.
Critical case Select cases that are key or essential for overall
acceptance or assessment.
Snowball sampling Respondents identify additional members to be
included in the sample.
Quota sampling Interviewers select a sample that yields the
same proportions as the population proportions
on easily identified variables.

Sample Size

Calculating a required sample size is a critical step in the management


study design and requires a fair degree of knowledge of statistics. ABY
will consider the following factors when choosing a sample size:

• The desired precision or degree of accuracy (tolerable error);


• The desired confidence level (usually 95%, meaning that we can be
95% confident that the estimate will fluctuate as much as ±
tolerable error, that is, that 95 out of 100 samples will be
representative of the population);
• The estimated variance or standard deviation of the main
variable(s) studied (if not available: use "worst case scenario" p=0.5
for baselines);
• The resources and time available to conduct the study; and
• The skills of staff.

Sample size for simple random sampling for 95% confidence


level, (binominal distributions)

Abstinence and Behavior Change for the youth project


25
n = (z/standard error)² (p) (1-p)

n = sample size
z = standard score corresponding to a given
confidence level (z = 1.96 for the 95%
confidence level)
p = expected proportion with the characteristic
(1-p) = expected proportion without the characteristic

Example: Simple random sampling size calculation for 95%


confidence level

The ABY team planning a knowledge practice and coverage survey in


Kisumu does not have any estimate on the knowledge, practice and
coverage of HIV and AIDS in Kisumu, which they want to study. They
therefore assume a 50% - 50% distribution or the "worst case
scenario" (p=0.5). They want the results to have a maximum of ± 7
standard error at the 95% confidence level.
n = (1.96/0.07)² (0.5) (1-0.5)
n = 196
The sample size required is of 196 households.

Sample size and standard errors for simple random sampling


for the 95% confidence level.

Table 4: Binomial Distributions


Sample Binominal percentage distribution
size 50/50 60/40 70/30 80/20 90/10
Standard error
100 10.0 9.8 9.2 8.0 6.0
200 7.1 6.9 6.5 5.7 4.2
300 5.8 5.7 5.3 4.6 3.5
400 5.0 4.9 4.6 4.0 3.0
500 4.5 4.4 4.1 3.6 2.7
600 4.1 4.0 3.7 3.3 2.4
700 3.8 3.7 3.5 3.0 2.3
800 3.5 3.5 3.3 2.8 2.1
900 3.3 3.3 3.1 2.7 2.0
1,000 3.2 3.1 3.0 2.5 1.9
1,100 3.0 3.0 2.8 2.4 1.8
1,200 2.9 2.8 2.6 2.3 1.7
1,300 2.8 2.7 2.5 2.2 1.7

Abstinence and Behavior Change for the youth project


26
1,400 2.7 2.6 2.4 2.1 1.6
1,500 2.6 2.5 2.4 2.1 1.5
1,600 2.5 2.4 2.3 2.0 1.5
1,700 2.4 2.4 2.2 1.9 1.4
1,800 2.4 2.3 2.2 1.9 1.4
1,900 2.3 2.2 2.1 1.8 1.3
2,000 2.2 2.2 2.0 1.8 1.3

Sample size is easy to calculate for a simple random sample (using the
formula above), but it gets more complex when the study design has
multiple stages (as most do, certainly in ABY type of management and
evaluation studies). You can reasonably estimate the required
decrease or increase in sample size by using the following table. If you
do this while planning your sampling strategy it will help you to make
decisions

Sampling method Adjustment range

Stratified sampling 0.50 to 0.95


Cluster sampling 1.50 to 3.00
Multistage sampling 1.25 to 1.50
* Based on world-wide survey experience

Adjustments for non-response

Most common reasons for non-response:


• inability to contact the respondent (i.e. respondent not at home at
the time of the survey)
• inability of respondent to complete the interview (i.e. respondent is
ill, interviewer does not speak respondent's language)
• refusal of respondents to answer to answer to the survey
questionnaire

There are certain techniques to minimize non-response, which will be


discussed in other sections. Non-response has implications for the
sample size calculation. If, for example, a response rate of 90% is
expected, than the sample size will have to be adjusted by 1.10.

Example: Adjustment for non-response

Abstinence and Behavior Change for the youth project


27
ABY adjusted the sample for non-response, expecting that about 10%
of the selected sample of the target population would not be found at
the time of the survey.

n = 255 x 1.10
n = 281

Sampling error

Standard error for 95% confidence level.


_________
SE = 2 x √(p x (1-p) /n

SE = standard error of the mean

p = proportion with the characteristic

(1-p) = proportion without the characteristic

n = sample size

Example: Standard error calculation

ABY found in their study that knowledge, practice and coverage of


HIV and AIDS in Kisumu was 17% (arbitrally figure not real
figure). The actual number of respondents to the survey
questionnaire was of 248 (arbitrally figure not real figure).
______________
SE = 2 x √0.17 (1-0.17) /248
_________
SE = 2 x √0.1411/248
_________
SE = 2 x √0.0005689

SE = 4.7

The survey had initially calculated a sample size and error based on
the "worst case scenario". Now that the results are known, the error
estimation for current KPC is of ± 4.7. This means that the ABY can
be 95% sure that KPC lies between 12.3 and 21.7 percent of
respondents

Analysis

Abstinence and Behavior Change for the youth project


28
Analysis will be done to describe the status of knowledge, attitude,
behavior and practices of the target groups with particular emphasis
on topics pertinent to HIV/AIDS, Abstinence and behavior change.
Comparisons of means and proportions across gender will be done
using the appropriate statistical tests including t-test, z-test and Chi-
square. ANOVA will be done where indicated. Multivariate analysis will
be done to further describe the determinants of the epidemic drivers.

Abstinence and Behavior Change for the youth project


29
1.5 Focus group discussions and case Studies

ABY will conduct a qualitative assessment of its target group to track


changes which could be as a result of its intervention within the
prevention sites. Focus group discussions (FGD), case studies, in-depth
interviews and participatory monitoring and evaluation (PME) will be
conducted to document the changes as they occur in their target
group. These will include beneficiaries’ attitudes and perceptions
regarding what the program advocates for (FGD), and
success/unsuccessful stories (case studies/in-depth interviews). The
timing of these surveys/interviews will depend on situation analysis.
For example when a peer education club in a school set up is noted to
be doing very well (or poorly), an FGD may be conducted to determine
the dynamics contributing to its performance. Using these findings,
changes in implementation may then be made. Similarly, if desirable
activities are found, these may be recommended for other peer
education clubs for adoption.

1.6 Capacity-building Surveys

The primary instrument to be used for assessing progress in


institutional capacity building will be the Management Score Sheet
(MSS). The MSS is a series of 15-25 questions (e.g. – the number of
meeting held during the last six months) designed to evaluate
institutions in a number of mutually agreed-upon areas of capacity
building. It is organized around the themes of institutional
strengthening and expected performance of the institution receiving
the support. The questions contained in the matrix are specific to each
type of institution being assisted, thus the MSS has to be
modified/deleted/created based on the specific criteria jointly
developed. Thus, there is a completely different MSS for CBOs and
FBOs. The instrument is administered periodically (although no more
frequently than every six months) and each of the indicators is tracked
over time to determine trends the capacity building efforts for each
component.

1.7 Sample methods and sample size

It is recommended that whenever the number of institutions to


evaluate exceeds thirty (30) then a decision be made whether or not to
sample all of the institutions. If the number of institutions is less than
thirty then all should be sampled. When taking a sample of
institutions, simple random selection is preferred. Note that with a
small sample size of thirty, though, the error on average score may be
high, in which case the sample will not be highly representative of the
entire population of institutions.

Abstinence and Behavior Change for the youth project


30
Analysis

The MSSs will be analyzed in a variety of ways. First, total score for
each institution will be computed. These score will then be averaged
for each type of institution. An overall average representing the
number of institutions scoring a total of 75% or higher of the maximum
number of points possible will then be computed. This percentage
represents an estimate of the total number (when adjusted to the
population of institutions represented by the sample) of institutions
that satisfy the criteria for capacity-building.

Descriptive data for each of the questions on the score sheets will also
be generated, revealing which areas of capacity building are furthest
along in terms of average score. This will allow staff to adjust their
strategy to focus more on capacity-building topics that are scoring low.

1.8 Case Studies

The aim of case studies is to document important characteristics of


successful interventions, assess and document the efficacy of different
interventions, and assess and document potential indicators for future
application

Case studies are important for understanding and documenting


multiple facets of each intervention. They can be of an individual or a
group. The basic purposes is to explore and archetypal example that
may or may not be widespread in the community. In addition,
unexplored potential indicators can be identified for use in future
programming. The case study should address important issues.

The case study should be conduct by the project staff (from both the
field and headquarters). The comparative advantage of inviting an
external expertise should be considered. The objective of a case study
should always be clearly defined. The following should be included;
type of intervention being studied, study justification, a detailed
description of the study, methodology including indicators to be used,
detailed documentation of evidence, strengths, weakness,
opportunities, cost-benefit analysis, potential indicators identified,
alternative perspectives, recommendations and detailed references.
See the tool attached in annex 6 & 7.

1.9 Social mobilization and institutional strengthening

Abstinence and Behavior Change for the youth project


31
Communities will be actively encouraged and assisted to form
community resource management committees (CRMC) for the
management of community resources. The CRMC will be fully owned
by the community. The performance of the CRMC will be monitored and
evaluated through PME and FGD.

2.0 Institutional Capacity Assessments

The institutional capacity assessments, administered by the ABY team


through the community outreach component, are to assess the
capacity development of partner FBOs and CBOs during their
involvement in community outreach. The assessments (hereafter
referred to as ICAs) will identify strengths and weaknesses of the
capacity development process and provide insight on ways to
continually strengthen the activity.

The methodology is based on participatory processes and will be


conducted jointly by ABY and partner CBOs and FBOs organizations.
The standard instrument used will be a modified organizational
capacity assessment tool, which ABY M&E unit has already adapted
and tested.

2.1 PME (including Attitudinal Change Monitoring)

Participatory monitoring and evaluation is being conducted in all the


three components in ABY. This is used to illustrate the basic steps that
would be followed in a participatory monitoring process.

The purpose is to (in this example)

Assess knowledge, attitude, and practice on HIV and AIDS among


the youths over time
Enable a rapid learning and feed back cycle
Assess effectiveness and sustainability of the project
interventions in reducing HIV and AIDS morbidity

Participatory monitoring is a useful qualitative tool that is actively


inclusive of project participants/beneficiaries. From this perspective, it
enables both project staff and participants/beneficiaries to have an
equal concern for the process of activities and results expected from
that process. During this interaction, the participants/beneficiaries get
a better understanding of project activities and can directly observe
the results of the activities. In addition, the PME allows a process

Abstinence and Behavior Change for the youth project


32
where the findings can (and should) be immediately fed back into the
system for better management. . This is possible because of the
nature of an in-built communication and educational strategy
employed in participatory monitoring and evaluation, with the direct
involvement of the participants/beneficiaries.

Caution should be taken when involving participants/beneficiaries.


They should have a sound understanding of the process and be willing
to devote time for the monitoring. Thus, a high level of motivation and
commitment is required to maintain accuracy and continuity of the
information collection. The project staff should continue to actively
motivate the participants without unduly influencing the result by
getting too involved. Selecting a representative sample is also very
important. Respondents that agree to do PME may have characteristics
that favor positive outcomes compared to those that may refuse to
participate. They may also have certain expectations from the project
that may influence the findings.

2.2 Mid-term Evaluation

A mid-term evaluation will be conducted to 1) improve the


effectiveness of current activities by helping initiate or modify initial
activities, 2) provide support for maintaining the project over the long
term, 3) provide insight into why certain goals and objectives are more
likely or less likely to be accomplished, 4) help ABY staff make
programming decisions for the remainder of the project, and 5) provide
documentation for donors about ABY’s progress.

Objectives

1. Review all the outputs generated against specific target and


allocated resources in the last two and one half years;
2. Review the system, process, approaches and strategies followed
implementing the interventions under ABY and define/ recommend
the more effective, efficient and beneficial ones for the remaining
period of ABY;
3. Review how far the targeting like geographic, population and
intervention output are inline with the ABY and make specific
recommendations whether those are feasible down the project life;
4. Assess to what extent the project components are contributing
towards achieving the overall goal and strategic objectives of ABY;
5. Document the lessons learned of the project components which
could be useful for remaining part of ABY;
6. Make recommendations regarding the remaining activities of ABY;
and
7. Make recommendations regarding the sustainability of ABY.

Abstinence and Behavior Change for the youth project


33
2.3 Final Evaluation

ADRA ABY project will undertake a final evaluation during the last
quarter of fiscal year 5. The purpose of the evaluation is to measure
the impact of ABY and also identify challenges and opportunities
resulting from the project. The result of the evaluation will serve as a
baseline for the preparation of a new ABY in FY 2010. The evaluation
will utilize available project data from evaluation activities to assess
overall program performance and provide ADRA ABY project with an
opportunity to examine its current program strategies, program quality
and impact.

The sampling strategy for the final surveys will utilize the same
methodology as the baseline surveys for each of the three
components. When possible a non-participant group will be used so
that post-hoc comparisons can be made and some level of attribution
(or contribution) can be made toward the findings. Sample sizes
should be adequate to allow 6-7% error in the findings. The final
evaluation will also utilize qualitative techniques – key informant
interviews, group discussions, mini case studies, etc. – to enrichen the
findings.

The evaluation is crucial in the design of a new ABY, as it will enable


ADRA ABY and its partners to identify achievements, challenges and
opportunities. The lessons learnt from this exercise will enrich future
programming by applying them to the design of new interventions that
would contribute towards the attainment of reduction of new HIV and
AIDS infection within the region whereby ABY operates in. The
evaluation results will help ADRA and its partners in the health sector
specifically in HIV and AIDS prevention to better articulate partnership
arrangements and intervention strategies at macro and micro levels.

2.4 Progress Monitoring

Project staff will carry out routine monitoring activities with technical
assistance from the M&E-Unit. The stakeholders (beneficiaries,
government counterparts, and partner NGOs) will be involved at all
levels of the progress monitoring and evaluation activities.

Progress monitoring aims to

Provide a systematic and continuous assessment of project


implementation over the life of the project;
Document benchmarks of deliverables in inputs, activities and
outputs as detailed in the log frame; and

Abstinence and Behavior Change for the youth project


34
Provide an information system for informed and timely
management decisions for improving project activities.

The projects’ senior management will complete detailed reports of


inputs, activities, and outputs on a monthly basis. The reports will
contain quantitative details of delivered inputs, activities that have
been carried out, and the outputs achieved. The tool in annex 3 would
be used progress monitoring

2.5 Qualitative assessments

The main tools for qualitative assessment that will be used are focus
group discussions (FGD), perception agreement scale, case studies
(including quantitative methods), ranking, participatory monitoring,
and in-depth interviews. The aim of qualitative assessment is to:

Monitor effects of project interventions among the participants;


Periodically evaluate beneficiaries' perceptions and attitudes
towards project interventions;
Identify the most pertinent indicators for progress toward
achieving project goals; and
Identify other indicators for future project improvement.

3.0 Reports, Information Dissemination and Use

Descriptive reports will be written for each survey after its completion.
Qualitative findings will be incorporated where necessary to add depth
and clarity to quantitative information. Separate qualitative reports will
also be produced. Table 3 illustrates the monitoring and evaluation
reports that will be prepared during the life of the ABY.

3.1 Monthly, Quarterly, Bi-annual and Annual ABY Reports

A single monthly, quarterly, bi-annual and annual report will be


prepared for the entire project by the program management in close
collaboration with the M&E Unit and project’s management. This is as
per the previously agreed activities document (PAA) between ADRA
Kenya and Tanzania and the USAID Washington mission.

3.2 Reporting Plan

On 18th of each month, all planned project activities are reported on by


all partner FBOs and CBOs using report formats attached on annexes 4
to the Behavior Change Specialist Officers (BCSOs). The BCSOs also

Abstinence and Behavior Change for the youth project


35
submit monthly reports by 20th of each month using report format
annex 5 to the Monitoring and Evaluation officer copied to the Project
Coordinator who in turn compiles the country monthly report and
forwards it to the Project director by 1st of the succeeding month. The
reports also form the basis for preparation of quarterly reports for
submission to ADRA International office, as well as the preparation of
both the semi-annual and annual reports to USAID. Data and
information for the monthly reports from the partners include planned
targets vs. achieved in that month, collaboration activities, challenges
and lessons learned and stories showing the most significant change.
In every monthly report, plans for subsequent monthly activities are
also presented. The same applies to the staff monthly reports. All
activities held within the programme are reported upon completion, at
least within a week for ease of tracking. These are also entered in the
KEPMS system for future reference. The reports would inform both the
midterm and end term evaluations. The sketch below summarizes the
M&E data collection system embroiled by ADRA ABY project.

2.2.3 Data collection/analysis/reporting plan/ system

Primary Data source (FBO, CBOs, schools, clubs, etc)


Tanzania, Kenya

Daily capture of data


Training
Feedback
Quality of data
Tools

BCSO /TO/FBLO (Tanzania, Kenya)

Abstinence and Behavior Change for the youth project


36
Training
Feedback Supervision/Monitoring
Quality of data
Monthly reporting Monthly reporting

M&EO (Kenya/ Tanzania)

Training
Feedback
Monthly/Quarterly/biannually/annually reporting
Quality of data Supervision

CPC (Kenya/ Tanzania)

Decision
Monitoring
Monthly/Quarterly/biannually/annually reporting
Feedback Supervision

Project Director Kenya/ ADRA Tanzania

Decision
Monitoring
Feedback Quarterly/
biannually/annually
Technical Backstopping
Finance Backstopping

JPMC

Feedback
Supervision Biannually/annually

Abstinence and Behavior Change for the youth project


37
Decision

USAID

3.3 Dissemination of Information

Workshops will be organized to share the findings as well as provide a


forum for feedback. The workshops will be tailored to the different
stakeholders. The stakeholders will include:
- Partner FBOs;
Partner CBOs;
- Ministry of Education and Ministry of Health and National
AIDS control Councils;
- Donor (USAID); and
- ADRA-International;

All feedback that will be obtained during the workshops will be


incorporated in the final program monitoring and evaluation reports.

The survey reports will be posted on the ABY web site for access by a
wider audience and as a documentation of lessons learned and best
practices that may be adopted in other areas or regions. The program
management in collaboration with the projects and M&E Unit will be
responsible for ensuring information dissemination.

3.4 Utilization of Information

The information generated from the monitoring and evaluation


activities and that obtained from feedback during the dissemination
forums will be used to

I. Determine if the intended effect and impact changes occurred,


including their magnitude and direction, among the target groups
II. Inform stakeholders including the project and mission
management, government counterparts, partner NGOs and
donors of progress in implementation
III. Improve/modify project implementation activities if indicated -
management, selection of sites and partners, logistics
IV. Design future projects - identify potential interventions, lessons
learned
V. Stimulate debate for policy formulation if suggested by the
findings

Abstinence and Behavior Change for the youth project


38
VI. Inform a wider audience by positing on the ADRA ABY web site as
a document of lessons learned and best practices for adoption in
part or whole.

A more detailed matrix of information use by category of user,


information type and use is presented in Table 5 below.

Abstinence and Behavior Change for the youth project


39
Table 5: Information Usage by Stakeholder Category
USER TYPE OF INFORMATION USE
Communit
y
1. Project goal/objectives 1. Clear suspicion, know the benefits of the
2. Targets project
3. Activities 2. Plan and mobilize members
4. Resources/ Support from 3. Integrate project activities into community
Communitie project activities
s 5. Duration 4. Understand project within cultural and
/beneficiari 6. Effects on community social contexts
es 7. Community contribution 5. Learn what contributions have been made
6. Know support expected from
participant/beneficiaries

Organizati
ons
1. Aims/objectives 1. Share planning and mobilization of
2. Targets members
3. Resource allocation 2. Integrate project activities into group’s
Partner
4. Partner contribution activities
CBOs
5. Reporting formats 3. Realistic partner planning and budgeting
Partner
6. Participatory monitoring and 4. Achieve meaningful partner contribution
FBOs
evaluation of project 5. Achieve timely and effective reporting
activities 6. Achieve objective selection of TOTs based
7. Selection criteria of TOTs on merit
1. Aims/objectives 1. For shared planning and collaboration
2. Targets and Activities efforts
Partner 3. Resources 2. To learn from project activities and
NGOs 4. Project location /area of experiences
coverage 3. Avoid duplication of efforts and resources
5. Project partners
Governme
nt
1. Annual plans 1. Planning, co-ordination
Ministry of 2. Status reports 2. Allocation of time, personnel, resources
Health 3. Evaluation reports 3. What to expect from project; what is
expected by project
1. Peer Education Training 1.
reports
Ministry of
2. Distribution of IECs reports
Education
3. Joint-Selection of schools
4.
Constituenc 1.Quarterly reports 1.Planning and coordination
y AIDS 2.Semi-annual reports
Control 3.Annual reports
Committee
Donor
1. Coverage, financial 1. Budget
information 2. Accountability
Donor
2. Status reports 3. Planning
3. Evaluation reports

Abstinence and Behavior Change for the youth project


40
4. Planned activities
5. Partners
Internal Relations within ADRA
1.Coverage, financial information 1.Project approval
2.Quarterly/Annual reports 2.Budget approval, accountability
ADRA HQ 3.Evaluation reports 3.Co-ordination, Planning
4. Projects documents and MOU
5. Audit reports
1. Financial statements 1. Monitor budgets, expenditures
2. Quantitative data 2. Staff performance appraisal
3. Quantity/quality of outputs 3. Identify constraints for planning
Project staff 4. Qualitative -needs and 4. Compare activities achieved against targets
perceptions 5. Document lessons learned
5. Beneficiary response 6. Report on communities
(utilization adoption
Country 1. Annual Portfolio/Project 1. Preparation of annual project information
Director Information, Work plan
Program 1. Annual Work Plans 1. Compile Annual Work plans, Staff
(ACDs, 2. Annual project performance appraisals/action plans
Project reports 2. Overall management of sectors, monitoring
Director and evaluation budget
,CPCs, 3. Advocacy/fund-raising, ,areas of project
Advisors) support
Prog. 1. Monthly Overseas Financial 1. Compilation of budgets
Support Reports 2. Preparation of Financial Report
(Finance, 2. Project progress reports 3. Human resource planning
Personnel)
ADRA International – HQ
Programs 1. Quarterly Programs Reports 1. To measure project performance against
2. Semi-Annual Programs plans
Reports
3. Annual Programs reports
Sectors 1. Weakness and constraints 1. To identify areas that need support
2. Outputs/progress, 2. To compare project globally; draw lessons
3. Evaluators’ findings learned
3. To assess performance against standards
External 1. Human interest stories, 1. To convince donors of need to intervene
Relations achievements 2. To convince USA government to support
2. Relevance of needs to USA projects
interests
Finance 1. Budgets, expenditure, 1. Accountability and adherence to policy
contracts

Abstinence and Behavior Change for the youth project


41
4.0 Annexes

Annex 1: ABY Results Framework

Annex 2: ABY Indicator Performance Tracking Table

Annex 3: Progress Monitoring Checklist

Annex 4: Partner TOT reporting form

Annex 5: ADRA ABY staff reporting format

Annex 6: Intervention Case Study Outline

Annex 7: Training report formats

Annex 8: Trip reports

Abstinence and Behavior Change for youth project


42
Annex 1: ABY Results Framework
ADRA ABY project RESULTS FRAMEWORK (Effect and Impact Levels)
Overall Objective: To reduce HIV and AIDS prevalence
PERFORMANCE INDICATORS

Strategic Intermediate Results Program Indicators Performance Indicators


Objective (SO) (IRs)
SO 1: Expand skills- IR 1: Age appropriate - # of TOT Master Guides trained in - Increase in knowledge of HIV and
based HIV training curriculum adapted and use of ABY, life skills and HIV/AIDS AIDS
for youth disseminated curricula. - Number of youths who correctly
- # of pathfinder leaders trained by identify ways of HIV prevention
TOTs
- # of pathfinders who initiated work
on ABY Honor badge
- # of pathfinders who received ABY
messages
- # of FBO leaders who delivered ABY
messages in public meeting
IR 2: Teachers, Parents, - # of Adult TOTs trained in Stepping - Increase in knowledge of HIV and
Adult mentors and Master Stones AIDS
guide TOTs trained to - Reduction of teen pregnancy
deliver curriculum through - # of Adult Role Models trained in - Number of youths who correctly
interactive and interactive communication skills identify ways of HIV prevention
participatory techniques - Number of people who know their
- # of TOTs trained in counseling skills positive sero-status and can
confidently disclose their
status to the public
IR 3: Skills based HIV - # of schools provided with ABY - Increase in knowledge of HIV and
education expanded teaching aids, materials, and AIDS
through schools working equipment - Reduction of teen pregnancy
with MoE and local schools - # of school clubs adopting ABY - Number of youths who correctly
at the community level messages identify ways of HIV prevention
- # of exchange visits for schools to - Number of people who know their
promote best- practices of positive sero-status and can
preventative health/social school confidently disclose their
programs status to the public
IR 4: Youth-serving - # of fora organized to promote - Increase in knowledge of HIV and
networks to deliver HIV sharing of ABY best practices for out- AIDS
education through out of of-school youth - Reduction of teen pregnancy
school programs - Number of youths who correctly
- # of out-of-school youth receiving identify ways of HIV prevention

Abstinence and Behavior Change for youth project 43


Annex 1: ABY Results Framework
ADRA ABY project RESULTS FRAMEWORK (Effect and Impact Levels)
Overall Objective: To reduce HIV and AIDS prevalence
PERFORMANCE INDICATORS

Strategic Intermediate Results Program Indicators Performance Indicators


Objective (SO) (IRs)
SO 2: Facilitate IR 1: Civil society - # of community volunteers trained - Increase in knowledge of HIV and
positive community organizations, local faith as change agents using the stepping AIDS
discourse on leaders, influential people, stone methods - Reduction of teen pregnancy
HIV/AIDS CBO representatives - # of PLWHA trained as change - Number of youths who correctly
support community forums agents to using stepping stones identify ways of HIV prevention
and events for both youths methods - Number of people who know their
and adults to encourage positive sero-status and can
healthy social norms and confidently disclose their
behaviors status to the public
- # of out-of-school youth attending - Increase in knowledge of HIV and
IR 2: Support youth-led events that receive risk reduction AIDS
community media in order messages. - Reduction of teen pregnancy
to promote understanding - # of youth groups awarded for - Number of youths who correctly
and personalize high-risk outstanding ABY messages identify ways of HIV prevention
behaviors - Number of people who know their
positive sero-status and can
confidently disclose their
status to the public
IR 3: Media campaigns - # / type media messages aired; - Increase in knowledge of HIV and
reinforce and normalize ABY AIDS
messages -# of youth who received ABY - Reduction of teen pregnancy
messages through mass media - Number of youths who correctly
identify ways of HIV prevention
SO 3: Reinforce the IR 1: Improve parent-child - # of partner TOTs trained in parent- - Increase in knowledge of HIV and
role of parents and communication on child communication skills AIDS
other protective Adolescent Sexual - # of individuals who are trained in - Reduction of teen pregnancy
influences Reproductive Health (ASRH) parent-child communication skills. - Number of youths who correctly
- # Youth who received ABY messages identify ways of HIV prevention
through parents

Also see the relationship of the strategic objective, intermediate results and the project overall goal in a
diagrammatic form

Abstinence and Behavior Change for youth project 44


ABY KENYA AND TANZANIA RESULTS FRAMEWORK- Diagrammatic presentation

Goal: Reduction of HIV and AIDS in Kenya and Tanzania

SO 1: Expand skills-based HIV SO 2: Facilitate positive SO 3: Reinforce the role of


training for youth community discourse on HIV/AIDS parents and other protective
influences

IR 1: Age appropriate curriculum


adapted and disseminated IR 1: Civil society organizations,
local faith leaders, influential people,
CBO representatives support
community forums and events for IR 1: Improve parent-child
both youths and adults to encourage communication on Adolescent
IR 2: Teachers, Parents, Adult
healthy social norms and behaviors Sexual Reproductive Health
mentors and Master guide ToTs
trained to deliver curriculum through (ASRH)
interactive and participatory
techniques IR 2: Support youth-led community
media in order to promote
understanding and personalize high-
risk behaviors
IR 3: Skills based HIV education
expanded through schools working
with Moses and local schools at the
community level
IR 3: Media campaigns reinforce and
normalize ABY messages
IR 4: Youth-serving networks to
deliver HIVand
Abstinence education through
Behavior Changeout
forof
youth project 45
school programs
Annex 2: ABY Indicator Performance Tracking Table

Indicator Performance Tracking Table

DEVIATION

DEVIATION
FY05 TARGETS

FY06 TARGETS

FY09 TARGETS

LOA TARGETS
INDICATOR

FY07 TARGETS

FY08 TARGETS

LOA ACHIVEMENTS
DEVIATIONS

DEVIATION

DEVIATION

DEVIATION
ACHIVEMENTSFY08
ACHIVEMENTSFY07

ACHIVEMENTSFY09
FY05 ACHIVEMENT

FY06 ACHIVEMENT
Outcome 1 50000 20000 30000 40000 50000 500,0
# of youth 0 0 0 0 00
who 10%
received 40% 60% 80% 100% 100%
ABY and
HIV/AIDS
messages
Outcome 2 96 96 96 96 96 96
# of TOT
Master 100% 100% 100% 100% 100% 100%
Guides
trained in
use of ABY,
life skills
and
HIV/AIDS
curricula.
Outcome 3 250
# of
Pathfinder 100%
leaders
trained by
TOTs
Outcome 4 5,000 40,00 90,00 150,0 210,0 210,0
# of 0 0 00 00 00
pathfinders 2.4%
who 19% 43% 71% 100% 100%

Abstinence and Behavior Change for youth project 46


initiated
work on
ABY Honor
badge
Outcome 5 30,00 100,0 200,0 400,0 500,0 500,0
# of 0 00 00 00 00 00
pathfinders
who 6% 20% 40% 80% 100% 100%
received
ABY
messages
Outcome 6 - 142 570 1068 1425 1425
# of FBO
leaders 10% 40% 75% 100% 100%
who
delivered
ABY
messages
in public
meeting
Outcome 7 96 223 223
# of Adult
TOTs 43% 100% 100%
trained in
Stepping
Stones
Outcome 8 200 500 500 300 - T:
# of Adult 1500
Role Models 13% 33% 66% 100%
trained in 100%
interactive 500 1000 1000 450
communica 15% 43% 73% 100% K:
tion skills 3450
100%
Outcome 9 - 50 50 50 50 T:200
# of TOTs
trained in 25% 50% 75% 100% 100%
counseling
skills

Abstinence and Behavior Change for youth project 47


Outcome - 300 300 300 100 K:100
10 # of 30% 60% 90% 100% 0
schools 100%
provided 100 100 100 100
with ABY 25% 50% 75% 100% T: 400
teaching 100%
aids,
materials,
and
equipment
Outcome - 200 400 400 400 K:400
11 # of 50% 100% 100% 100% 100%
school 100 200 200 200 T:200
clubs 50% 100% 100% 100% 100%
adopting
ABY
messages
Outcome - - 50 100 100 K:250
12 # of 20% 60% 100% 100%
exchange - 20 30 50 T:100
visits for 20% 50% 100% 100%
schools to
promote
best-
practices of
preventativ
e
health/soci
al school
programs
Outcome - - 50 100 100 K:250
13 # of fora 20% 60% 100% 100%
organized - 20 30 50 T:100
to promote 20% 50% 100% 100%
sharing of
ABY best
practices
for out-of-
school
youth

Abstinence and Behavior Change for youth project 48


Outcome 50000 20000 30000 40000 50000 50000
14 # of out- 0 0 0 0 0
of-school 10%
youth 40% 60% 80% 100% 100%
receiving
ABY
messages
and
messages
on health
and social
risks
Outcome 2 5 9 14 20 K: 20
15 # of 10% 25% 45% 70% 100% 100%
fbos, cbos, 2 5 9 14 20 T: 20
and other
community- 10% 25% 45% 70% 100% 100%
based
partners
implementi
ng HIV
prevention
activities
focused on
“a” and “b”
targeting
youth
Outcome 20 50 90 150 200 200
16 # of
sites where 10% 25% 45% 75% 100% 100%
prevention
programs
focused on
“a” and “b”
and on
reducing
harmful
behaviors
are
implemente
d.

Abstinence and Behavior Change for youth project 49


Outcome 100 123 - - - K: 223
17 # of
community 45% 62% 100%
volunteers 100 123 - - - T: 223
trained as
change 45% 62% 100%
agents
using the
stepping
stone
methods
Outcome - 20 - - - K: 20
18 # of
PLWHA 100% 100%
trained as - 20 - - - T: 20
change
agents to 100% 100%
using
stepping
stones
methods
Outcome - - 10,00 10,00 10,00 K:
19 # of out- 0 0 0 10,00
of-school 0
youth 100% 100% 100%
attending 100%
events that - - 10,00 10,00 10,00 T:
receive risk 0 0 0 10,00
reduction 0
messages 100% 100% 100%
100%
Outcome 10000 10000 10000 10000 10000 K:
20 # of 00 00 00 00 00 50000
youth 00
reached 20% 20% 20% 20% 20% 100%
through 10000 10000 10000 10000 10000 T:
Mass Media 00 00 00 00 00 50000
Groups 00
20% 20% 20% 20% 20% 100%

Abstinence and Behavior Change for youth project 50


Outcome - 20 30 30 40 K: 40
21 # of 50% 75% 75% 100% 100%
youth - 20 30 30 40 T: 40
groups 50% 75% 75% 100% 100%
awarded for
outstanding
ABY
messages;
Outcome - 104/2 104/2 104/2 104/2 K: 416
22 # / type 25% 25% 25% 25% 100%
media - 104/2 104/2 104/2 104/2 T: 416
messages 25% 25% 25% 25% 100%
aired;
Outcome 500,0 10000 15000 20000 25000 K:
23 # of 00 00 00 00 00 25000
youth who 00
received 20% 40% 60% 80% 100%
ABY 100%
messages 50000 10000 15000 20000 25000 T:
through 0 00 00 00 00 25000
mass media 00
20% 40% 60% 80% 100% 100%

Outcome 495 990 1816 2642 3303 K:


24 # of 3303
individuals 15% 30% 55% 80% 100%
who are 100%
trained in 495 990 1816 2642 3304 T:
parent-child 3304
communica 15% 30% 55% 80% 100%
tion skills. 100%

Abstinence and Behavior Change for youth project 51


Outcome 5,000 10,00 15,00 20,00 23,12 K:
25 # Youth 0 0 0 0 23,12
who 22% 0
received 43% 65% 87% 100%
ABY 100%
messages 5,000 10,00 15,00 20,00 23,12 T:
through 0 0 0 0 23,12
parents 22% 0
43% 65% 87% 100%
100%

Abstinence and Behavior Change for youth project 52


Annex 3: Progress Monitoring Checklist

Information to collect Information source Information use


Inputs What is required Reports from the project Cost-benefit analysis
When are they required Accounting records Planning
What is the source Scheduling
What is the cost
What problems were encountered
How were the problems resolved
Other relevant information
What is the current status (date)

Activities What has been done Reports from the project Identify SWOT
What has not been done but was Records of activity Prioritize actions
planned undertaken Identify training and
What problems were encountered Workshop reports other needs
How were the problems resolved Minutes of meetings
Other relevant information
What is the current status (date)

Outputs Were planned outputs appropriate Observations Identify success


What problems were encountered Survey reports Identify SWOT
How were the problems resolved Minutes of meetings Prioritize actions
Other relevant information Stakeholder reporting
What is the current status (date) Improve next phase

Progress toward Progress towards achieving goals Survey reports Lessons learned
objectives Are intended beneficiaries being Observations Indicators validation
reached? Workshop reports Modify strategies
Are intended beneficiaries Modify/Add
benefiting? interventions
What is the current status (date)
Other relevant information

Abstinence and Behavior Change for youth project 53


Annex 4: Partner TOT reporting format

ADRA KENYA & ADRA TANZANIA ABY


MONTHLY REPORT FOR TOTS
Reporting Period: From ……../…../…….. To ……../…../…….. Date: ……../…../……..

Name of TOT: _______________________________ Partner Organization


(FBO/CBO):___________________________

District: _______________________________ Division: __________________________

S D Planne Activities Venue Planned Targets Achieved Targets


No. ate d Undertak of
Activiti en Activit
es y Male Female Male Female
10 15 20 25 10 15 20 25 10 15 20 Total 25 10 15 20 Total 25
- - - + - - - + - - - s + - - - s +
14 19 24 14 19 24 14 19 24 (10- 14 19 24 (10-
24) 24)
Trainings
1
Community Outreach—Out-of-
School {mobilizations, Baraza,
etc.)
1
Community Outreach—In-School
{peer education, etc.}

1
Community Media

Annex 54
1

Challenges Encountered During Program Implementation:

Lessons Learnt and Way Forward:

Recommendations:

Stories Showing Significant Change of Behavior/ Attitude (add as attachment)

Annex 55
Annex 5: ADRA staff reporting format
ADRA KENYA & ADRA TANZANIA ABY
MONTHLY REPORT FOR STAFF
Reporting Period: From ……../…../…….. To ………/…../…….. Date: ……../…../……..
Staff Name: ______________________________

Date Partn Distri Target Activity Target Achieved Targets Output Comme
dd/m er ct audie Planned Indicator nts
m nce
Plann Underta S I 10-25+ Male Female Progr Natio
ed ken O R am nal
M F T 1 1 25 T 1 1 25 T T
otal 0- 6- + otal 0- 6- + otal otal
1 2 1 2 M&
5 4 5 4 F
Training Activity

- - -
Total
- - - - - - - - - - - -
Community Outreach out of school youth

- - -

- - -
Total
- - - - - - - - - - - -
Community Outreach-In-School-Youth
- - -

- - -
Total
- - - - - - - - - - - -
Community Media Activity:
- - -

Annex 56
- - -
Total
- - - - - - - - - - - -

Challenges Encountered During Program Implementation (Partners & Staff):

Lessons Learnt and Way Forward:

Recommendations (Partners & Staff):

Stories Showing Significant Change of Behavior/ Attitude (Add as Attachment)

Annex 57
Annex 6: Intervention Case Study Outline
Type of intervention Indicate what the intervention is (Training,
being studied community outreach etc.)

Study justification Describe what stimulated carrying out the study and
the hypothesis to be tested.

A detailed description of Here describe study location (maps etc.), the current
the study observations, past experiences in similar situations
elsewhere, sources of secondary information

Methodology Indicate the approach to be used. Examples are


individual interviews, structured or semi-structured
questionnaire. Describe the indicators to be used for
the study in this section.

Detailed documentation Record all the findings. Factual statements,


of evidence measurement results photographs, samples. Indicate
how the indicators used helped to arrive at the
results. Mention if any potential indicators have been
identified for future use.

Strengths, weakness, Indicate any strengths (positives), weakness


opportunities (negatives), opportunities related to the intervention.
If cost-benefit analysis is carried out, include it in this
section. Problems encountered during the project
implementation should also be included here. These
may involve materials, human resources, financial,
and timeliness.

Potential indicators Potential indicators would normally be identified


during the study period. The field staffs and
beneficiaries are very important in helping to identify
potential indicators. Identification is based on
experience, discussions, observations, and being
alert. Once identified, an indicator should be
precisely described paying particular attention to
sensitivity, technical feasibility, being realistic,
reliable, ethical, and its timeliness. Also mention the
units of measurements.

Alternative perspectives Observations that are not covered in the above but
are or could be useful for the intervention.

Recommendations The recommendations based on the sound synthesis


of the study. These should be clear and concise.

Annex 58
Include what future direction or activities would need
to be taken based on the study findings.
Adjustments/modifications should also be included
here.

References A list of literature, or other documents mentioned in


the text.

Annex 59
Annex 7 Training Reports
Front Page
1. title and Partner
2. Date
3. Venue
4. Picture (optional)
5. Names of facilitators

• Introduction(include donor acknowledgement)


• Objectives
• Summary of each session
• Lessons learned

Annex
• Time table
• List of participants (include contacts)
• Pre – Post Test (reports)
• Training Evaluation
• Work plan template
• Training Needs Assessment

Annex 60
Annex 8 Trip Reports

When to write a trip report- is a journey which has an objective and has a
budget attached to it; incase a group of staff attend one occasion the
person taking lead or who took the imprest should do the trip report
• Normal daily activities to be reported monthly
• Other activities with a budget e.g. meetings should have trip reports

Key Program activities that will need trip reports


1. Meetings/conferences/Partner Review meetings etc.-trip reports or
minutes of the meeting and list of attendants are sufficient/can give a
personal opion if you have on the meeting
2. Follow-up/supervisory/monitoring field visits to partners-
• Community outreaches-
• Trainings

Trip Report Format


• Dates and location
• Purpose
• Key findings/issues
• Recommendations
• Persons met and contacts

NB: The entire trip report to be submitted to the Accounts office; Accounts
office to get original receipts

Sharing trip reports-share with supervisors and other relevant


• BCSOs-trip reports share with Steering /ADCOM committee
• Steering /ADCOM trip reports-to specific BCSO, supervisor,
ADCOM/Steering committee
NB: There is need to give a verbal feedback to the staff and partners on
the ground during the visit as an exit report so that you share the key
observations and recommendations

Trip Report Template

ADRA Kenya/Tanzania Trip Report

Annex 61
Dates
:
Visit
to:
Visit
by:

Key objectives:

1.
2.
3.

Principal contacts
Name Position Contact (e-mail,
telephone )

Major issues addressed and recommendations

Annex 62
Conclusion :

Signature:

Annex 63
Annex 9 Peer Education tracking register
Organization Name: ………………….……………………. Period (MM/YY):....………………. Participants:  New

 Old
Program Type: ___________________________ School/ Camp Name ____________________Class/Grade: __________
Ward/Shehia ___________________
Village/Street: ____________________________ Facilitators Name(S):
_______________________________________________________________________
PRIMARY PREVENTON MESSAGE:  Abstinence Only (A)  Abstinence & Faithfulness (A&B)

MONTHLY SESSION ATTENDANCE

AGE Session

% Attendance
Total Sessions
SEX 1 2 3 4 5 6 7 8
( Tick  ) #
N A M E
NO.
10-15

16-24

> 25
M, F TOPIC
CODE

Annex 64
TOTAL
TOPIC CODES: 01= Values Self Confidence 02 =My Future 03= Human Development 04 = Teen Pregnancy & Sexual Abuse 05 = STIs,
HIV & AIDS Facts and Myths 06= Sexual Relationship 07= Making active decision 08= My Personal Abstinence
i 09 = Personal Abstinence Strategy Part II 10 =Being Faithful/Putting HIV into Perspective Stigma 11= Putting it together 12 = Other
Specify ______________________________

Annex 65
Please complete this section at the end of your
sessions
Type of Materials Title( if Quantity
applicabl
e)
Distribut Request Variance
ed ed
T - shirts
Fliers/Brochures/Leaflet
s
Booklets ( by type)
Magazines
Posters
Other (specify)

1. What major issues were raised by participants attending


the sessions?

2. What were the major achievements of the sessions?

3. Did you face any challenges or learned any lesson during


the sessions?

Annex 66
4. Do you have any specific recommendation for future
sessions like this?

Signature: _____________________
Date: ____________________

INSTRUCTIONS FOR COMPLETING THE REGISTER

Why a register?

The Multi-session outreach prevention register is the register used by


the Prevention Coordinator to track attendance of individuals enrolled
in structured prevention programs.

-How and when to complete this register?

All Organizations must use the multi-session outreach prevention


register to record the name, gender and session attendance of each
participant. A list of all participants should be available before the any
outreach session commences. Before commencing each session please
complete the session attendance.

1) Record the primary prevention message that will be discussed in the


sessions. The primary message should be linked with the topic
discussed. See AB guidelines for more information about Primary AB
Messages

2) Program Type: Specify the type of program. It can be In school Peer


education, Out of school Peer Education, School based HIV Prevention
Program, Health talks, parent/Child talks etc

3) Topic code: Record the title of topic discussed during the session
under topic code row of the register below session No. The topic codes
and topic titles are listed at the bottom of the register.

Annex 67
If more than one topic were discussed in one session – include their
topic codes below session number

4) For participants present place a check  in the prevention register


under the appropriate session number and topic code, while for
participant who are absent leave the box blank. At the end of each
session count the total attendance and record the number at the
bottom of the sheet

5) After the last outreach session tally the Total attendance for each
participant (count the number of sessions the participant attended)
and record the attendance rate.

Attendance rate = Total number of sessions the participant attended


* 100
Total number of sessions conducted

6) - How to use the form for reporting?

Client Information
• Name: Record the name of each participant.
• Sex: Record the gender [male (M) or female (F)] of the
participant.
• Age: Record the age of the participant

7) - How to count number of persons reached for reporting?

Participant receiving primary HIV Prevention Message in at least one


session are counted as reached with the particular prevention
messages.

Annex 68

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