Micah Network Full Proposal Template
Section A
Basic Information
(Please let supporting partner know if changes occur in the information below during the project)
The project title:
Name of the Implementing
Partner requesting funding:
Description of the project:
 What are you planning to do
 why does it need to be done
 where will it be,
 who will benefit
Maximum 200 words
Name and role of head of
implementing partner:
Name and role of person
managing this project:
Address
Telephone:
Landline and Mobile:
Fax:
E-mail:
Website:
Legal status of Implementing
Partner/Registration number
Name of local partners of the
Implementing Partner involved
in this project:
Timing of Project:
Planned start / end date:
Start Date
End Date
Duration
Location of project area
(district, town, region, country)
Date the proposal was written
(or date of latest revision)
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Section B
Financial Summary
(State currency and ensure to include all who are contributing financially)
The amount that you are requesting from the Supporting Partner, with details of other contributions
as set out in the table below.
Activity Year
Year 1
Year 2
Year 3
Supporting Partner
Second supporting partner: (state name)
(if applicable / add further lines if needed)
Local and other income
Total
Section C
Problems / Issues to be addressed
(Briefly outline what the project is seeking to impact / transform using the questions below as a guide)

What specific problem(s) and opportunity(s) will the project address?

How have you identified this need? Eg. Through previous experience, needs assessments, surveys,
requests from communities etc.

What are the root causes of the problem(s)? What do you hope to change with this project?

Are there any underlying government policies or practices which are contributing to the
problem(s)?

Why have you chosen to address these problems?
Section D
Project Overview
(Consider the short, medium and longer tem changes you hope to see and how you plan to achieve them. This is the section where you
can explain your theory of change, or how you believe change happens in your context. If it is relevant, feel free to include any
diagrammatic explanation of how you believe change happens in the context of your project.

What specific long term change, such as a change to underlying policies, practices, local capacity or
skills will you bring about through this project?

What steps do you need to take to bring about that change?

What activities do you need to carry out for each step?

How will you try to ensure that the changes you bring about continue after the project has ended?

How do you see the overall well-being of the community and their environment being affected by
this project?

Does this project fit within a larger program? If so, what project, and how does it contribute to the
wider project aims?

How will you monitor and measure the progress of the project against your stated targets?
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Section E
Risk Analysis
With all projects, there are ways in which things can go wrong, and stop or slow progress towards
change. These range from external events like floods and wars, down to small things, when the plan
just doesn’t work as well as hoped. Think about what could go wrong and would make it harder to
finish the project. Of these risks, which ones do you need to plan now to reduce or prevent? Using the
table below, document the most important risks, and your plan to deal with them. There is an example
of a completed table in Annex 2.
What could go wrong and affect
the project?
How would you rate this risk? Is
this something that happens
often and has a large impact on
the project?
What can you do to reduce the
chance this will happen or
reduce the problems it will
cause if it happens?
Use another row if you need
Section F
Beneficiaries
(Consider the people involved in this project and the impact on their lives)

Who will benefit directly from the project?

Who will benefit indirectly from the project?

State the total number (direct and indirect) in each category.
Number of people
Category
Direct
Percentage
Indirect
Men (over 18 years old)
Women (over 18 years old)
Boys ( up to 18 years old)
Girls (up to 18 years old)
TOTAL
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
How did you count these beneficiaries (eg. A survey, government statistics, involvement in a
previous phase of the project etc.)?

What criteria have been used to select the people who will benefit directly? Who drew up these
criteria (e.g., community members, community leaders, minority groups, project staff, government
officials)?

How will the people affected by this project, including the vulnerable and marginalised,
participate in the planning, implementation and monitoring of the work?

How will project beneficiaries be able to provide feedback to project staff and what mechanisms
are in place to respond to feedback?

What skills and resources will the local community bring to the project?

How will other stakeholders (the local church, government, NGOs, businesses etc.)
be involved in the project?

How will the project be coordinated with government activities and link into national development
plans and other government policies and practices?

How will the project be coordinated with other development projects and development
organisations in the identified area?
Section G
Stakeholder Analysis
Others with an interest in the project
Who are the main people, apart from project participants, involved in the community and what role
will they play in bringing changes in the community? (See Annex 3 for an example.)
Who are the main people and
groups involved in the
community development
process?
How will they affect the project, How will the project ensure that
and what role will they play in they will be positively engaged
bringing about the desired in the process?
changes?
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Section H
Project Summary Information
Please complete either Section H (i) Simplified Logical Framework or Section H (ii) Project Plan Summary.
(Examples are attached in Annexes 4and 5)
EITHER
(i)
Logical Framework
Objectives
Indicators
Evidence
Risks or Assumptions
Goal/Impact
• What is the overall
issue or problem
addressed by this
project?
• What will indicate
• What evidence will be • What external factors
whether the goal has used to measure the
are needed for the
been achieved?
indicators?
long-term sustainability
of the project?
 Indicators need to
• What risks could
be SMART:
adversely affect
o Specific
achievement of the
o Measurable
goal?
o Attainable
o Relevant
o Timely
Purpose(s)/Outcome(s)
• What is the specific
• What will indicate
• What evidence will
change or changes
whether the purpose be used to measure
that
has been achieved?
the indicators?
you expect to take
place as a result of the
project?
(In most cases not
more than 3-4).
• The purposes should
be specified in terms
of quality and
quantity (what change
will take place),
location (where the
change will take
place), and timing
(when the change will
take place).
• What external factors
are
needed for
achievement of the
project’s purposes to
contribute to solving the
original problem / need;
i.e. the goal?
• What risks could
adversely affect
achievement of the
purpose/outcome?
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Objectives
Indicators
Evidence
Risks or Assumptions
Outputs
• What are the
• What will indicate
• What evidence will be • What external factors
products that project
whether the outputs
used to measure the
are needed for
activities will generate have been delivered?
indicators?
production of the
during the lifetime of
project’s outputs to lead
the project?
to achievement of the
project’s purposes?
• The outputs should
contribute to the
achievement of the
project’s purpose(s).
They may be thought
of as visible markers
or milestones which
show that you have
carried out the
activities (see below)
successfully.
• What risks could
adversely affect
achievement of the
outputs?
• Each output should be
clearly related to the
project’s purposes.
• Each output should be
specified in terms of
quality (what will be
delivered), quantity
(how much will be
delivered), location
(where it will be
delivered), and timing
(when it will be
delivered).
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Objectives
Indicators
Evidence
Risks or Assumptions
Activities
• What are the main
activities which you
will carry out during
the period of the
project? The
activities are the
things you will do in
order to deliver the
outputs.
• What inputs (e.g. staff, transport, materials,
finance) are needed to carry out the activities?
• What external factors
are needed for
completion of the
project’s activities to
lead to achievement of
the outputs
• Each activity should
be clearly related to
at least one of the
outputs.
• Each main activity
should be specified in
terms of what will be
done, who will be
involved, where it will
be done, and when it
will be done.
Preconditions
• What external factors
are needed before the
project can start?
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OR
(ii)
Project Plan Summary
This section asks you to summarise what you will do over the life of the project (up to a
maximum of three years).
Part 1 asks you to describe the overall hope or goal for the project/church/community and then
to describe in general terms the activities you plan to do and how they will contribute to that
goal. The activities you list in Part 1 will summarise what you plan to do over the life of the
project.
Part 2 asks for the numbers of people you think will be involved in different parts of the project.
Part 3 asks about how you will keep track of the changes taking place as a result of the activities
you are doing.
Part 1
In a few sentences, describe what you believe the situation will be like for people or church or
communities at the end of this project. Where possible please consider political, economic, social
and environmental changes.
These are the 2 - 4 specific LONG
TERM changes the project will
aim to achieve, over the course
of the project:
1.
These groups of activities will be
done over the life of the project
to achieve this change:
2.




3.




These are the signs of
transformation (evidence) that
will indicate if this change has
been achieved:




Micah Network Proposal Template (Version date: Draft October 2012)
Use another row if you need.
Normally a project will not focus
on more than five main changes.
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Part 2
Using the changes in the first column from your table above, how many people and groups will
you engage with in each “change” you have listed in the life of the project?
Long Term
Change
Men
Women
Children
Older
People
People w/
Disabilities
Minorities
Others
1.
2.
3.
(Men / Women: 19 -69 years; Children under 18 years; Older People: over 70 years; Others – state group tracked)
Part 3
Again, using the changes listed in the first column from your table, describe what you will do on a
regular basis to check whether progress is being made towards each of the changes you believe
will happen. Ie. How will you monitor the changes that are taking place?
Long Term Change
How we will keep track of progress towards change:
1.
2.
3.
Use another row if you need
What will you do with the information when it is collected and how will this information be used
to help in continuing to plan and improve the project activities?
Section I
Impact and Sustainability

What steps will be taken to ensure that project benefits continue after external financial
support has ended?

How will the project build on and strengthen the capacity of the local community to manage
its own development beyond the life of the project? How will community leadership and
motivation be sustained?

How will the project strengthen community based organisations/institutions?

How will the project improve people’s access to government, NGO, business and other
services (i.e. stimulate a “rights based approach”)?

How will the project seek to bring about lasting change by influencing the policies and
practices of those in positions of power (i.e. be involved in advocacy)?
Section J
Local Church

What role will the local church have in this project?

How will the project relate to, support and strengthen or be a part of the work of the
church in the community?
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Section K
Project Management and Learning
Management

What previous experience or involvement do you have in the project area or in this type of
project?

Indicate the management structure for the project and how it relates to the organisational
structure (an organogram may be added as an annex).

What additional demands will the project make on your existing leadership and
management capacity? How will you deploy resources and / or build capacity to meet these
new demands?

If you are working through local implementing organisations please provide details.
Learning, monitoring and evaluation

Why do you consider the project approach or methodology to be the most effective way of
addressing the problem(s)? What other approaches were considered and why were these
rejected?

What lessons related to this project have been applied from past experience? Has the
project or its predecessor been recently evaluated? If so, how has the learning from those
evaluations shaped the design of this project?

Describe the monitoring framework that is in place or will be developed to assess the
progress of the project against its targets. If available, please attach sample formats.

Have you collected baseline data against which you can measure change? If not, will this be
a part of the initial phase of the project?

What will be the respective roles of the Implementing Partner and the project participants
in monitoring progress? How will monitoring information be analysed and used to inform
the project as it progresses?

When and how will the project be evaluated?
Section L
Annual Work Plan
This section asks you to explain in more detail what you will do this year to fulfil the project plan. You will
need to write a new annual work plan at the beginning of each year. The plan should be based on and
clearly linked to the Logical Framework Matrix or Project Plan Summary depending on which option you
chose. You only need to complete ONE of the options below. The plan should indicate the specific
activities the project will undertake and the measurable outputs those activities will produce. The Annual
Work Plan may present a more detailed outline of activities and outputs than was feasible in the Logical
Framework. Writing a new plan each year also allows for small adjustments to the project if needed. The
format below can be used for the annual work plan matrix.
Option 1: Logical Framework based plan
Purpose (from log frame)
Activities for the
year
Purpose 1
Activity 1
Q1
Activity 2 etc
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Q2
Q3
Q4
Outputs (for the
year)
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Purpose 2
Activity 1
Activity 2 etc
Option 2: Project plan summary
This year we will specifically do
these activities:
How many?
(eg, how many
training programs
run or how many
goats
distributed?)
Which
month(s)
is it
planned?
Immediate changes; changes we
believe will have occurred in the
lives of people and communities
within this year:
Use additional rows, if required, to
describe what the project will do in
the next 12 months (the activities
should relate back to those listed in
Section G, Part 1)
Section M
Project Budgets
Please complete the separate Excel spreadsheet entitled Micah Network Financial
Proposal Template
You will need to provide a detailed budget for the first year and an estimate of budgets for later
years; you will normally provide budgets and annual plans at the start of each project year.
Section N
Bank Details
*** Section N of this form is not used by Tearfund ***
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Tearfund’s Additional Requirements
Section O
The Local Church
Local Church Mobilisation and Christian Witness:
Year
1
2
3
Total
Please estimate the number of new churches to be mobilised during
each year of the project and hence the total for the life of the project.
Section P
Number
Method of counting beneficiaries
Method:
Beneficiary Numbers:
Please estimate the total number of
beneficiaries being served during each
year of the project. (Column A)
Of those in A, how many are new to
the project each year? (Column B)
Of those in B, how many have already
been reported (since 2007) in other
Tearfund supported projects? (Column
C)
Hence determine for each year the
number of new Tearfund beneficiaries.
(Column D = column B – column C)
Project
Year
Total
being
served
each year
A
Number
new to
project
each year
B
Previously
reported
elsewhere
New to
Tearfund
each year
C
D = B-C
1
2
3
Total
Of the total beneficiaries for all years of the project Female and over 18 years
(total of column B), what percentage are:
Female and under 18 years
Male and over 18 years
Male and under 18 years
Total
Beneficiaries by Sector:
Please state the number of beneficiaries receiving
assistance during the life of the project in each of
the sectors in the table. It is recognised that the
same person may be receiving benefits in more
than one area so could be recorded more than
once, and that the totals cannot be aggregated.
Local level advocacy will often be connected with
support in one of the other sectors.
HIV
Health and Nutrition
Water and Sanitation
Basic Education and Literacy
Vulnerable children
Livelihoods and Shelter
Environmental Sustainability and
Disaster Risk Reduction
Local level Advocacy
(Others – please state)
Micah Network Proposal Template (Version date: Draft October 2012)
%
%
%
%
100%
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Section Q
Quality Standards Verification
This form requires partners to briefly outline how the quality standards will be reflected in the project
implementation.
The questions in normal font refer to core quality standards and all must be answered.
For projects over £50,000, the CR/Partner should select those questions in italics that are a priority to the
project and comment on how the project will apply them. Where a project is for £50,000 or less the
questions in italics are optional.
brief responses only:
1. Values
How are staff made familiar with the organisation's values, the types of unacceptable
conduct (eg . exploitation and abuse of children and vulnerable adults, fraud, bribery)
and their disciplinary procedures?
2. Impartiality &
Targeting
How are beneficiaries selected? Describe how this is based on need and on the most
vulnerable people being reached.
3. Accountability
How are community groups participating in the planning of the project? Are staff
openly sharing information about the project's aims and ensuring people can give
feedback about its delivery?
4. Sustainability
How is the project being designed to be sustainable or replicable?
5. Advocacy
How is the project being designed to address local or national policy issues relevant to
the project objectives?
6. Children
How is the project being designed to prevent an increase in the vulnerability of
children?
How is the project being designed to support child development and to protect
children from harm?
7. Gender
How is the project being designed to prevent an increase in the vulnerability of
women?
How is the project being designed to promote inclusiveness of both men and women,
and enhancing the safety of women and girls?
8. HIV
How is the project being designed to prevent an increase in the vulnerability of people
to HIV?
How is the project being designed to reduce the likelihood of people becoming more
vulnerable to HIV?
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9. Environment
How will the project ensure that it is not contributing to environmental degradation?
How is the project being designed to reduce environmental damage and to increase
positive environmental outcomes?
10. Disaster Risk
How is the project being designed to build up community capacity and address longterm vulnerability to disasters?
11. Conflict
How is the project being designed to avoid heightening tension or making people
more vulnerable to physical harm?
How is the project being designed to promote peace and reconciliation?
12. Technical
Standards
How is the project design ensuring that its outputs will be of a good technical
standard?
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ANNEX 1
Glossary
activities are the actual tasks to be done to achieve the desired outputs.
advocacy means speaking with and on behalf of the poor to address underlying causes of poverty, bring
justice and support development through influencing the policies and practices of the powerful.
beneficiaries are those people who are engaged with or participate in the project’s activities. Direct
beneficiaries are those who are the primary recipients of, or participants in the benefits of the activities.
Indirect beneficiaries are those people who receive benefits from the project through their relationship with
diect beneficiaries or as a result of secondary outcomes that affect wider community members who aren’t
immediately engaged with the project.
evaluation means an assessment carried out during, or after, the end of a project to show its impact.
goal means the wider development objective—the ultimate result toward which the project is contributing.
impact means long term sustainable changes—positive or negative, expected or unexpected which occur in
the context in which the project operates.
Implementing Partner means the organisation applying for support under these Guidelines and who will be
responsible for the direct implementation of project activities.
indicators (referred to as objectively verifiable indicators) are ways of measuring progress toward the goal.
They are targets or standards to be met at every stage.
inputs means the resources needed to implement activities (eg staff, bricks, vehicles, teaching materials,
food, money).
means of verification are methods for collecting the information (data) required to assess progress against
indicators.
monitoring means a structured and continuous process of measuring progress towards objectives.
objectives is a general word used for desired changes or results; outputs are the short term immediate
results arising from the project’s activities, outcomes the short-medium term changes and impact (or goal)
the long term change.
outputs means the products or work targets needed to be done to achieve the project purposes
or outcomes.
programmes are a planned, coordinated group of activities, procedures, etc., to achieve a particular goal.
projects are ‘stand alone’ activities aimed at a limited outcome. A number or series of such projects can be
the components of a project.
participation is used to refer specifically to processes in which interested parties take an active part in
planning and decision-making, implementation, learning and evaluation.
purposes means the specific change(s) that a project will contribute to the goal.
risk is the potential of unwanted events or consequences occurring. When these events or consequences
do occur, they can result in reduced project effectiveness and impact on the lives of the beneficiaries.
stakeholder means a person, group or institution with an interest or concern in something, eg in a project,
Micah Network Proposal Template (Version date: Draft October 2012)
policy or initiative.
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Supporting Partner means the organisation for which the proposal is being prepared, with a view to that
organisation providing financial and other support for the project.
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ANNEX 2
Risk Assessment Example
What could go wrong and
affect the project?
Example 1:
Tailoring graduates husbands
take their earnings so it is not
available for the family
Example 2:
New crops are not resistant to
local pests
Example 3:
Young mothers can’t use
family planning due to
pressure from mothers in law
Example 4:
Political party pressures
project to leave the area
How would you rate this risk?
Is this something that happens
often and has a large impact
on the project?
This will probably happen in
about half the families as men
often take money from their
wives. It will have a bad effect
on our outcome “improve
family income”
This should not happen very
often, but would be bad for
the project because farmers
will invest land and funds into
new crops
Mothers in law exert a lot of
influence, so this could be a
big problem
When there is a change in
local government this can
happen (elections once in 5
years). This does not happen
often but would have a big
effect
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What can you do to reduce
the chance this will happen or
reduce the problems it will
cause if it happens?
We will encourage women to
save so funds are not available
for husbands to waster
We plan to run a men’s group
and we will discuss this issue
Project team to trial all new
crops first, to try to identify
any weak varieties
We will run groups for
mothers in law and give them
health messages so they will
want their daughters in law to
do these things
Make sure people appreciate
the project, and negotiate
with leaders. If they tell us to
leave we just have to move to
a different area.
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ANNEX 3
Example stakeholder relationship table
Who are the main people and
groups
involved
in
the
community
development
process?
Husbands of women group
members
Religious leaders
Local government
How will they affect the
project, and what role will they
play in bringing about the
desired changes?
Husbands of women group
members will encourage their
wives to be active group
members.
How will the project ensure
that they will be positively
engaged in the process?
Men need to be involved in
the project and be helped to
understand the benefit to
families of women who can
read and have access to
credit.
Religious leaders will be Meet with religious leaders
positive
in
encouraging regularly and engage them
change and education about early in the planning.
development
within
the
communities.
Where
appropriate they will provide
meeting areas for project
activities, and where relevant
preach on issues of social
concern.
Local government will provide Involve local government
facilities
and
resources. offices in planning and
Access to these resources discussion about project aims
can encourage groups who and objectives. Negotiate
are
implementing
action ways that local government
plans. Long term relationships facilities and services can
are important as when the support community groups
project leaves the groups will and in training.
be able to have ongoing
relationship
with
local
government offices.
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ANNEX 4
Logical Framework Example
Objectives
Indicators
Evidence
Goal
Mortality rate due to diarrhoeal
disease reduced by 5% by end of
Year 3
Incidence of diarrhoeal disease in
diocese reduced by 50% by end
of Year 3
All households accessing at least
15 litres water per person per
day by end of Year 3
Average distance of households
to nearest safe water less than
500m by end of Year 3
Local government testing water
quality annually
Diocese and community joint
plans and budgets in place by
end of Month 9
At least 90% of WUCs raise local
contributions by end of Year 1
Local govt. water office
participates in WUCs
Government
Statistics
At least 90% improved or new
sources of safe water established
and in operation by end of Year 2
Number of people washing hands
after defecating increased to 75%
of target population by end of
Month 30
WUC logbooks
Water quality
test reports
Survey of
knowledge,
attitudes and
practice (KAP
survey)
Constitutions of
WUCs
Minutes of
meetings
Membership list
Decreased incidence and
impact of diarrhoeal disease
Purpose(s)
Improved access to, and use
of, safe water in diocese
Outputs
1. Participatory
management system
set up for needs
identification,
planning and
monitoring
2. Improved sources of
safe water
3. Raised community
awareness of good
hygiene practices
Activities
1.1 Establish water user
committees (WUCs)
1.2 Provide training for WUC
members in surveying,
planning, monitoring and
proposal writing
1.3 Communities carry out
baseline and monitoring
surveys of water use and
needs and submit
proposals
1.4 Hold Diocese, District
Water Dept and WUC
regional planning
meetings
30 WUCs established in five
diocesan regions by end of
Month 3
Once established, WUC meetings
held once per month
District water officers invited to
join WUCs
All WUC members trained by end
of Month 5
Local health
centre statistics
Household
survey report
Healthcare does
not decline
Household
survey report
Diarrhoeal
disease is due to
unsafe water
and health
practices
Adequate
quantity of
water available
People are not
excluded from
accessing
improved
sources
Access not for
potentially
polluting uses
Hygiene
practices are
culturally
acceptable
Local govt.
report
Plans and
budgets
WUC logbooks
Training records
All WUCs complete baseline
surveys and submit proposals by
Month 7
Survey reports
and proposals
Agreement reached with Water
Dept and all WUCs by end of
Month 9
Minutes of
meetings
Letters of
agreement
Micah Network Proposal Template (Version date: Draft October 2012)
Assumptions
Groundwater is
free of arsenic
Communities
have confidence
that water
sources can be
improved
WUC members
will take
responsibility to
work for
community
WUCs continue
to function in
everyone’s
interests
Community
prepared to
work with WUCs
2.1 WUCs select Community
Water Workers (CWWs)
and agree incentives
2.2 Train CWWs to dig and
cover wells and to
maintain and repair
hand-pumps
2.3 Upgrade current wells
and establish new wells
2.4 Arrange for District Water
Dept to test water quality
2.5 CWWs repair and
maintain hand-pumps
Two CWWs selected by each
community by end of Month 9
Minutes of
meetings
All CWWs attend training by end
of Year 1
Training reports
including
participants’
evaluation
Field survey
WUC logbooks
60 current wells deepened,
covered and functioning at end
of Month 21
30 new wells established and in
operation by end of Month 21
All sources tested before use
97% of hand-pumps in diocese
function at end of Year 2
Field survey
WUC logbooks
Field survey
WUC logbooks
3.1 Train existing Community
Health Promoters to increase
their knowledge of diarrhoeal
disease and the need for
good hygiene practice
Three CHPs per community
attend training and score at least
90% in a post-training test by end
of Year 1
Attendance
records
3.2 CHPs train men, women
and children in good hygiene
practice
80% of community members
trained by end of Year 2
Attendance
records
ANNEX 5
Test results
Micah Network
Incentive
arrangements
for CWWs are
sufficient and
sustained
Effective supply
chain for spare
parts
District Water
Department
continues to be
allocated enough
resources to
carry out water
testing;
alternative
testing possible
if not
Community
members apply
the training they
have received
Project Plan Summary Example
At then end of this project, we can see the 40 schools in the district providing quality education to
primary aged children. Teachers will want to turn up to teach and parents will want to send their boys
and girls to school. Parents will also get involved in supporting teachers and the school facilities. Each
school will have a well that is managed and maintained by local people Local community leaders will be
impressed with the improvement and will be willing to fund our school facilities application for local
government support. Local government will be paying teachers’ salaries and school meals.
Part 1
These are the specific changes
the project will achieve:
1. Each school in the district has
4 trained teachers providing
quality teaching for children
We are going to do these sets of
activities over the life of the
project to achieve the change
 Provide 3 months of training
to 160 teachers
 Distribute new course
curriculum books to
teachers
 Establish a teacher support
network at all 40 schools
 Meet with local government
officials to negotiate pay for
teachers’ salaries.
Micah Network Proposal Template (Version date: Draft October 2012)
What will indicate if the change
has been achieved?
120 trained teachers at the
schools will share their
knowledge with others,
improving the overall level of
education children are receiving.
Micah Network

2. Parents are cooperating
together to support each of the
40 schools



3. Children at the schools have
access to clean water and their
health has improved.





Part 2
Long Term
Change
1. Each school in
the district has 4
trained teachers
providing quality
teaching for
children and
being paid
salaries by local
government
2. Parents are
cooperating
together to
support each of
the 40 schools
3. Children at the
schools have
access to clean
water and their
health has
improved.
Form 40 Parent Committees
(PCs), one at each of the
schools.
Provide training to the PCs
in planning and simple
budgeting
Help develop links between
the PCs and local
community leaders, local
government, and the
teachers
40 Parent Committees will be
meeting at least quarterly to
discuss issues, make plans and
advocate with local government
to improve school facilities.
Survey current water
sources
Rehabilitate existing wells or
drill new wells where
necessary
Form local water user
groups and provide
maintenance training
Provide health and hygiene
training materials to local
teachers
Baseline survey of existing
hygiene related illnesses and
regular monitoring
Children at the 40 schools, and
other community members, will
be accessing clean drinking
water and exercising good
health and hygiene behaviours.
The incidence of hygiene related
illnesses will have decreased
among the children attending
the 40 schools.
Men
Women
Children
80
80
6400
240
240
120
120
Older
People
People w/
Disabilities
25
65
6400
40
Micah Network Proposal Template (Version date: Draft October 2012)
20
Minorities
Others
Micah Network
Part 3
Long Term Change
1. Each school in the district
has 4 trained teachers
providing quality teaching for
children and being paid
salaries by local government
2. Parents are cooperating
together to support each of
the 40 schools
3. Children at the schools have
access to clean water and their
health has improved.
ANNEX 6
How we will keep track of progress towards change:
 Attendance records at teacher training workshops
 Monitoring & follow up visits to teachers
 Attendance registers for teachers and children at the schools
 Student and parent feedback through PCs
 Notes of meetings with local government officials about
teachers’ salaries
 Monitoring visits to Parent Committees (PCs) to assess and
provide feedback to the groups
 Results from the PC self-assessment exercises and Participatory
Impact Monitoring tool
 Feedback from teachers
 Health surveys and monitoring compared with baseline
 KAP survey at end of the project
 Periodic observation and monitoring of the wells and user
committees
Budgeting definition
Direct costs: are those that are only because of the project. That is, if the project didn’t exist, the
cost would not exist. These are usually related to the carrying out of the main activities (e.g.
program workers’ salaries, supplies for beneficiaries, transportation costs) but will also include
monitoring and evaluation costs.
Indirect Costs: In a larger organisation, these are the costs are shared across different projects but
are incurred independently from the program. They normally relate to the management support of
the program (e.g. central office facilities, central management salaries, accountancy and audit) and
are often covered by an administration fee charged to the program. In a smaller organisation (e.g.
where there is one project), indirect costs are administrative costs, such as the costs of maintaining
records and accounts, and the equipment and supplies need to do this.
Capital Costs: The cost of equipment that the project needs to purchase to do its work, that
becomes an asset of the project. For example, sewing machines, furniture or vehicles.
Unit & Unit Cost: The unit is the item that costs money (e.g. month of salary, hygiene kit, training
program per day or per person). "Unit cost" is how much for one of those things. Number of units
is how many of that item the project needs (e.g. 13 months of salary, 200 hygiene kits or 25
trainees)
Micah Network Proposal Template (Version date: Draft October 2012)