5b. SGWI Logic Model, MEL Plan, and PITT Template.xlsx
XLSX spreadsheet 24 KB Posted
- Opportunity number
- SFOP0010150
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This document contains a sample Monitoring, Evaluation, and Learning (MEL) plan template and instructions for a federal grant opportunity through the Department of State's Office of Global Women's Issues (S/GWI).
The S/GWI is soliciting applications for projects that will provide rapid response support to women politicians, political candidates, and civil society leaders who have experienced extreme forms or threats of technology-facilitated gender-based violence globally. Applicants must submit full proposals for cooperative agreements under the S/GWI's FY23 NOFO for the Global TFGBV Rapid Response Fund. Eligible applicants are 501(c)(3) nonprofits. The S/GWI operates under the federal grant program 19.801 - Office of Global Women's Issues, within the Department of State.
The MEL plan template provides guidance on developing logic models, indicators, and targets to monitor and evaluate project activities and objectives. It includes samples for project goals, objectives, inputs, outputs, outcomes, and standard foreign assistance indicators. Instructions emphasize quantifying indicators, baselines, and targets where possible. Applicants are not required to use the exact template but must include all required components.
SGWI Logic Model, MEL Plan, and PITT Template
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Other files
| File | Type | Posted |
|---|---|---|
| SFOP0010150 TFGBV RRF NOFO QA.pdf | ||
| 8. SGWI Gender and Inclusion Analysis Guidance.docx | DOCX document | |
| 7. SGWI Sample Risk Analysis_Mitigation Plan Template.docx | DOCX document | |
| 6. SGWI Sample Implementation Timeline Template.xlsx | XLSX spreadsheet | |
| 5d. SGWI Sample PIRS Template (final).docx | DOCX document | |
| 5c. SGWI Menu of Standard Indicators.docx | DOCX document | |
| 5a. SGWI Logic Model, MEL Plan, and PITT Instructions 2023 (final).docx | DOCX document | |
| 4. SGWI Budget Justification Narrative Template.docx | DOCX document | |
| 3. SGWI Budget Guidance for Applicants.xlsx | XLSX spreadsheet | |
| 2. SGWI Sample Cover Page_Proposal Narrative Instructions.docx | DOCX document | |
| 1. SGWI NOFO Proposal Checklist.docx | DOCX document | |
| 0. AQM Guidance for NCAGE-SAM.pdf | ||
| SFOP0010150 Global TFGBV Response Fund NOFO_final.pdf |
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Cover Page
| MEL Plan Cover Page |
| S/GWI has provided the following sample Monitoring, Evaluation, and Learning (MEL) template for applicants’ convenience. Applicants are not required to use the following template. If using their own, see the accompanying instructions for all required components. |
| Project Name |
| Organization |
| Country |
| Describe how and who will monitor the project’s implementation and address any challenges that are identified during monitoring? |
| Who will be responsible for performing monitoring, evaluation, and learning work? |
| How will the results of project monitoring be used? |
| What data collection tools will be used for conducting monitoring and evaluation? |
| How will learning be iterative to improve program management, achieve results, and avoid unintended consequences? |
| What type of evaluation will be conducted under this grant? For large grants, how will that evaluation be independent? “Independent” can include a contractor, consultant, or other outside source of an evaluation of the progress, process, or results of a project or activity. |
| Please briefly describe your learning plan for this project. This should include how monitoring will be analyzed and how learning from monitoring will be incorporated through the implementation of the proposal. This plan should include annual reflect/consult/adapt sessions with local implementing partners to: 1) review progress and challenges against goals and objectives, 2) update targets and analyze data quality for the MEL plan, 3) update and resubmit the gender analysis, and 4) analys and report against progress implementing in coordination with S/GWI principles (e.g. survivor-centered, inclusive, etc.). |
tc={CDE6DA7F-0913-48E7-B65B-4E940FE86F17}: [Threaded comment]
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Comment:
Lacy and Jen - Note that I have pulled the Learning Plan language and added it to the cover page. Please let me know if you think this works or if we need to pull it out into its own tab or attachment.
Logic Model
| Project [XX] Logic Model |
| A logic model is a visual representation that shows the sequence or relationships between events that connect the framing goal and objectives of the project design with the theory of change, assumptions, inputs, activities/outputs, short-term outcomes, and longer-term outcomes envisioned for the project. Applicants are not required to use the following template; however, please ensure the following categories are captured in completed logic models with the proposal. If using the template below, please add/delete rows as necessary. |
Theory of Change:
| Assumptions: | |||
| Goal: [State the project goal from the proposal narrative.] | |||
| Inputs | Activities/Outputs | Short-term Outcomes | Long-term Outcomes |
| Project Objective 1: [State the project objective here, followed by associated activities/inputs, outputs, short-term, and long-term outcomes.] | |||
| [What we invest] | [What we do] | [Results in change in, for example, knowledge, skills, attitudes, awareness, etc.] | [Results in change in, for example, practices, actions, behaviors, policies, processes, etc.] |
Project Objective 2: [State the project objective here, followed by associated activities/inputs, outputs, short-term, and long-term outcomes.]
Project Objective 3: [State the project objective here, followed by associated activities/inputs, outputs, short-term, and long-term outcomes.]
MEL Plan
| Note: Refer to the Monitoring and Evaluation Template Instructions to complete the below template. Whenever possible please ensure that your Indicator baselines, and targets are quantitative figures. S/GWI recommends an average of three objectives, with at least one outcome indicator per objective. Please feel free to add or delete rows to the below tables to make the template suitable to your work. Only include indicators that will help manage, monitor, and/or evaluate your work. It may also be helpful to include key milestones that help you track progress towards the project’s intended results. As stated in the accompanying instructions, please integrate relevant standard foreign assistance indicators (section v), where relevant and appropriate, to help S/GWI tell the story of its impact across different programs. | |||||||||||
| Activity | Indicator | Indicator Definition, | |||||||||
| Unit of Measure | Indicator Type and Source | Data Source, Disaggregation | Timing, Frequency or Schedule | Known Data Limitations | Baseline | Target - Cumulative | Target - FYXX | Target - FYXX, Q1 | Target - FYXX, Q2 | Target - FYXX, Q3 | Target - FYXX, Q4 |
| Goal: [State the project goal from the proposal narrative.] | |||||||||||
| Project Objective 1: [State the project objective here and divide the M&E plan by each objective. The Objectives should match the objectives in the logic model and proposal. Objectives are concrete and viewed as targets under the general goal.] | |||||||||||
| [List activities and match numbering from M&E plan (e.g. Activity 1.1, Activity 1b).] | [List all indicators for each activity.] | Definition: [Define how the indicator will be measured to ensure it is reliably calculated throughout the life of the project. For Standard Indicators where the definitions are broad, such as GNDR-8, the applicant should define how the indicator will be measured--i.e. what constitutes a full training cycle.] |
Unit: [What is the unit of analysis--individuals, specific groups, training days, policies?] Type: [Output or outcome?]
Source: [Standard Foreign Assistance Indicator (e.g. GNDR-8) or Custom] Source: [Where will the information be sourced? What tool will be used to collect it?]
Disaggregation: [Additional levels of analysis that can be used for comparative purposes.] Collection: [Timing, frequency or schedule for data collection.]
Analysis: [Timing, frequency or schedule for data analysis.]
| Reporting: [Timing, frequency or schedule for reporting.] | Limitation: [Measures often include limitations, such as self-reporting bias, obtaining follow-up surveys, or determining demographic information from administrative files that are inconsistent in a country. Outlining limitations helps to understand the feasibility in collecting and measuring data and controlling for data quality.] | [Usual baseline values: TBD (Baseline assessment); 0 (prior to training)] | [Define targets for each activity to report against actual progress. If the indicator will be collected over multiple quarters or years, targets should be provided by quarter, by each fiscal year, and cumulatively. Quarterly and fiscal year targets should each have their own columns in final plans. S/GWI expects that based on adaptive and iterative implementation, as well as community consultation, targets may be adjusted over the life of the project. However, they are not expected to be adjusted to achieve perfect performance. We expect and appreciate learning and challenges as we implement. We expect these adjustments to be shared with and signed off by S/GWI in advance of changes made.] | |
| Activity 1.1: Provide training to civil society leaders on gender equality and social inclusion | 1.1.1: Number of persons trained with USG assistance to advance outcomes consistent with gender equality or female empowerment through their roles in public or private sector institutions or organizations | Definition: Number of USG-supported civil society leaders attending a three-day training on gender equality and social inclusion. To be counted, participants will need to attend all training modules. |
Unit: Individuals Type: Output
Source: GNDR-8 Source: Training attendance sheets
Disaggregation:
1. Sex
2. Geography (region)
3. Type of work conducted Collection: Data collected during training and input in database after training
Analysis: Monthly (internal progress reports), Quarterly (Quarterly Reports)
| Reporting: Quarterly (Quarterly Reports) | Limitation: Demographic information (e.g. sex, geography) relies on participants' self-identification. Participants may not provide identifying information for security reasons. | 0 | 200 | 120 | 20 | 30 | 35 | 35 |
| 1.1.2: Percentage of civil society leaders with an improved understanding of gender equality and social inclusion | Definition: Assessed before training, to establish a baseline for each participant's knowledge of gender equality and social inclusion, and three months after training. The two measures will be compared to understand if knowledge has improved over time. Data on each training module will be compared to understand if certain subjects were taught more effectively than others. Changes in knowledge will be measured as a short-term outcome. |
Unit: Individuals Type: Outcome
Source: Custom Source: Pre-test and follow-up survey
Disaggregation:
1. Gender
2. Geography (region)
3. Type of work conducted Collection: Prior to training and three months after
Analysis: After training and three months after
| Reporting: Quarterly | Limitation: | ||||||
| Collection: Responses for follow-up surveys may be difficult to obtain, especially in restrictive environments. Response rates may not be 100%. | TBD (Baseline assessment) | 75% of participants with improved knowledge | 70% | N/A | 65% | 70% | 75% |
| 1.1.3: Percentage of civil society leaders who implement changes to improve gender equality and social inclusion in their organizations | Definition: Assessed before training, to establish a baseline for each individual's organizational practices relating to gender equality and social inclusion, and six months after training. The two measures will be compared to understand if organizationl practices have improved over time. An internal scoring sheet will be developed to measure improvement levels for various behaviors (based on training modules, e.g. encryption). Data on each training module will be compared to understand if certain subjects were taught more effectively than others. Changes in practices will be measured as a longer-term outcome. |
Unit: Individuals Type: Outcome
Source: Custom Source: Pre-test and follow-up (Assessment Tool)
Disaggregation:
1. Gender
2. Geography (region)
3. Type of work conducted Collection: Prior to training and six months after
Analysis: After training and six months after
| Reporting: Quarterly | Limitation: | ||||||
| Collection: Responses for follow-up surveys may be difficult to obtain, especially in restrictive environments. Response rates may not be 100%. | TBD (Baseline assessment) | 50% of participants improve organizational practices | 40% | N/A | N/A | 35% | 45% |
| 1.1.4: [Add rows as necessary to report on all output and outcome indicators.] | Definition: |
Unit: Type:
Source: Source:
Disaggregation: Collection:
Analysis:
| Reporting: | Limitation: | |||
| Activity 1.2: [Add rows as necessary to report on all activities noted in the proposal narrative.] | 1.2.1: [Add rows as necessary to report on all output and outcome indicators.] | Definition: |
Unit: Type:
Source: Source:
Disaggregation: Collection:
Analysis:
Reporting: Limitation:
| Project Objective 2: [State the project objective here and divide the M&E plan by each objective. Objectives are concrete and viewed as targets under the general goal.] | |||
| Activity 2.1: [Add rows as necessary to report on all activities noted in the proposal narrative.] | 2.1.1: | Unit: Individuals | Type: |
Source: Source:
Disaggregation: Collection:
Analysis:
Reporting: Limitation:
PITT
| [Activity and indicator descriptions] | FY 20XX | FY 20XX | Cumulative | |||||||||||||
| [Activity and indicator descriptions] | Qtr 1 | Qtr 2 | Qtr 3 | Qtr 4 | FY2X Cumulative | Qtr 1 | [Project Totals] | |||||||||
| Activity | Indicator | Baseline | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual |
| Project Objective 1 | ||||||||||||||||
| Activity 1.1 | Indicator 1.1.1 (GNDR-8) Number of persons trained with USG assistance to advance outcomes consistent with gender equality or female empowerment through their roles in public or private sector institutions or organizations | 0 | 20 | 30 | 35 | 35 | 120 | 200 | ||||||||
| Activity 1.2 | Indicator 1.2.1 | |||||||||||||||
| Project Objective 2 | ||||||||||||||||
| Activity 2.1 | Indicator 2.1.1 | |||||||||||||||
| Activity 2.2 | Indicator 2.2.1 |
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