CDRF for Sharada Mission

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MILLENIUM INDIA EDUCATION FOUNDATION13 Community Centre, East of Kailash, New Delhi-110065,India

Phone : (+91) 9810301261, (+91)- 11-26472557 Fax : (+91) – 11-26419491 Email : [email protected]

12 Nov, 2014, Version 1 (Pre – CDRF Workshop)compiled for participants by:Sanjay Doctor | Dera Kabira Research Unit

131 Silver Beach, Suryavanshi Hall, Off Savarkar Marg, MUMBAI 400028. INDIA. Email: [email protected]

Namo Namah

!"rad

" MissionThe revival and efflorescenc e of the !" rad " script,

a n abugida writing system of the Brahmic family of scripts, developed around the 8th century. She was used for writing Sanskrit and Kashmiri.

!" rad " is the swa rupa of Shakti ingressed in Saraswati, the goddess of learning.

Proposal for transformationfrom project to Mission Mode Project

DEVELOPING MISSION STRUCTURE AND PROCESS USING THECAPACITY DEVELOPMENT RESULTS FRAMEWORK

Identicationand NeedsAssessment

1.Validate the overall

mission goals

2.Assess the capacityfactors relevant tothe Mission Goals

3.Decide which

changes in capacityfactors can befacilitated by

learning

ProgramDesign

4.Specify objectives ofprgram in terms ofcapacity indicatorstargeted for change

5.Identify agents of

change and envisionchange process

6Set intended

learning outcomesand their

indicators

7.Design capacity

developmentactivities

Implementationand Monitoring

8.Monitor learningoutcomes, adjust

program asnecessary.

Return to steps 4and 5

9.Monitor targetedcapacity factors

and progresstoward the

development goal.Adjust program as

necessary.Return to steps 4

and 5

Completion andAssessment

10.Assess

achievementand learning

outcomes andtargeted

changes on

capacityindicators.Specify follow

up actions

B C D



MIEF |!" rad" Mission |CDRF Workshop: transforming from project to Mission Mode Project

[email protected] 12/11/14 2

PREMISEThe !" rad" project of Millennium India Education Foundation (MIEF) commenced in

late 2012 and has been gained momentum with Agreements of Coperation signed with theSpecial Centre of Sankrit Studies, Jawaharlal Nehru University, New Delhi and Dept. ofSanskrit, Mumbai University. Also a core team of resource people are contributing to themain activity of the project as of date – to train a cadre of transliterators who are literate inthe !" rad" script. Till date, 4 training workshops have been held at New Delhi and Mumbaifor about 275 participants.

The emergent ecology for the project shows that it will grow into a larger and morecomplex network provided that its need for resources – financial, human andinfrastructural are anticipated and satisfied. The initiative has the potential to become amajor historical research and cultural renaissance for the revival and efflorescence of the!" rad" civilisation.

THE CONSULTIt is observed that the project has been invested with a high degree of emotional

energy based on the identification of the!" rad" script and culture with the ethnicity ofKashmiri Pandits. This has and continues to serve the purpose of providing the impetusrequired to drive the project onwards. However the following developments require achange in strategy:

• Moving from founders to stakeholders: The project has attracted many stakeholderswith their expectations that require to be met

• Complexity: The network has become complex and requires a structure that cansustain the inter – project collaboration

• Academic focus: The shift is towards retaining and attracting acaemic partnershipsand carrying out result oriented work

• Global footprint : Building credibility for the project at regional, national andinternational levels with public and private institutions for cooperation andresource mobilisation.

• Supra goal: Creating a springboard for moving from!" rad" script literacy to thelarger objective of the!" rad" cultural renaissance.

It is proposed that the project transform itself to aMission Mode Project MMP).This approach has been tested in many development projects and provides a structure thatcan sustain future growth. The Government of India has also adopted this method andconverted priority projects to the MMP and met with considerable success in the SarvaShikshan Abhiyan, NREGA, etc.

The defining attributes of a Mission approach is detailed planning, design ofinterventions with defining indicators for meetinga resul t based outcomewhich ismeasurable and have a time-bound phased rollout. Continuous monitoring of the targets isintegral component to bring transparency and re-design indicators and interventions as

the implementation is underway.





The Competency Development Result Framework (CDRF)

The !" rad" initiative is about developing human competencies. These are of 3 kindsthat constitutes the integral being: the cognitive, affective and the psycho-motor domains.More simply put, these connect to the thinking, feeling and doing faculties present in us.

The variant of a result frame is the CDRF. Developed specifically for developmentalprojects that work with human competencies, it offers the following advantages:

7 uses for the Capacity Development Results Framework

1. To guide capacity needs assessments and identify capacity constraints2. To engage stakeholders in the entire program cycle and ensure local ownership3. To define capacity development strategies to apply at community, regional, or country levels4. To build indicators into program design to track progress and, when necessary, adjust program

for improved adaptive management5. To assess program results achieved, as well as results-orientation of program design and actual

implementation

6. To communicate meaningful results to diverse stakeholders, other practitioners, and donors7. To compare programs and determine what does and does not work to advance practice

Previewing this document will show that there are 4 critical stages with a total of 10steps that must be systematically and thoroughly followed. This is the difference between apersonal dream and a shared vision. It is the difference between exclusive and inclusive. Arandom scrutiny of any of the questions will show that it will unlock so many deeper layersthat are implicit in the mind of the project team but has not been made explicit.

The CDRF WorkshopThe successful completion of the CDRF log frame requires a diverse set of

representative stakeholders, a collaborative environment and sufficient investment of time.The plan unfolds, it evolves and always delights because of group unconscious processesthat are at play and the power of ‘group-think’.

Ideally, a few days of an off-site could lead to the formulation of the plan. Practically,it can be broken up into several local sessions that cover each of the 10 steps as per timeavailibility of the participants..

Then the draft logframe would be circulated to absentia members of the think-tankand to the regional centres and stakeholders who cannot attend the CDRF workshop. Theirreponses would then be considered and a final CDRF report would be prepared.

To save time and allow for sufficient homework, this document provides thetheoretical inputs so that participants arrive with some work done and can share andcollaborate with others.

The role of the workshop facilitator is to (1) create a learning Matrix that allows forgrowth and regeneration of ideas (2) hold the 6 boundaries of time, place, task, technology,sentience and understanding on behalf of the participants (3) to prepare a workshop draftreport that covers the documentation of the CDRF workshop (4) to facilitate the feedbacksession to incorporate the feedback and (5) collate the final CDRFplan.





4 Specifyobjectives ofprogram interms ofcapacityindicatorstargeted forchange

Specification of the objectives of a capacity development program interms of capacity indicators targeted for change

A well-specified program development objective:• Describes the effects that the changes in the targeted capacity factors

are envisioned to have on the beneficiary individuals, organization, orcommunity.

• Is measurable.• Is attainable through learning outcomes.• Is set so that the agents of change can influence its achievement.• Establishes the strategic positioning of the capacity development

program in relation to the broader development goals.• Describes the indicators to be used to measure achievement

The capacity development objective provides the basis for a logical flowthat connects the objective to (a) the particular capacity factor indicator(s)to be improved, (b) a determination of the appropriate methodologicalapproach for learning, and (c) the capacity development activities to bedesigned. A well- specified capacity development objective is measurable,tightly connected to the program logic, and reasonably attainable through

capacity development interventions. The definition should include theindicators to be used in measuring achievement. The capacity developmentobjective should be defined so that the agents of change agree that theycan influence its achievement.

B

ProgramDesign





5Identifyagents ofchange andenvisionchangeprocess

A change process is more likely to succeed if it is envisioned, recorded, andcommunicated. The critical action at this stage is to specify how theenvisioned interventions would lead to that change.

Defining the change process also involves specifying the time frameexpected for the envisioned causes and effects in the program logic to playout. In particular, designers should plan when to expect completion ofactivities, achievement of learning outcomes, measurement of changes incapacity indicators, assessment of changes in capacity factors, andachievement of the ultimate development goal.

Agents of change play a critical role in the goal-oriented process of plannedchange. They initiate and manage the change process. The program teamand stakeholder(s) should identify the agents best placed and best qualifiedto initiate and manage the change process. Agents of change often can besignificant individuals, groups (particularly when change targets thesociopolitical environment), or teams.

Strengthening agents of change themselves might be an importantcomponent of a capacity development strategy. Further, multiple agents of

change could be necessary to build enough critical mass to make a changeprocess sustainable.

Key documents to include in the explanation of the change process andagents of change are the program logic document, illustrations of time frames, and memoranda of understanding with agents of change andother stakeholders.

B

ProgramDesign





6Setintendedlearningoutcomes andtheirindicators

6 Learning Outcomes essential to all capacity development efforts

AlteredStatus

Raised awarenessEnhanced skills

AlteredProcesses

Improved consensus/ teamworkFostered coalitions/networks

New ProductsFormulated policy / strategyImplemented strategy/plan

B

ProgramDesign





7DesigntheActivities

A learning objective refers to the observable attributes that participants or groups ofparticipants will have after successfully completing a learning activity.

A learning method refers to the way a particular set of skills or knowledge istransferred or change in attitude fostered.

Input and output indicators for monitoring learning activityFor monitoring purposes, a learning activity is considered as an action taken or workperformed by which inputs are converted into specific outputs. Learning activities, suchas providing training, conducting a workshop, etc. are designed to deliver outputs thatallow achieving learning objectives.

Inputs are the financial, human, and other resources mobilized to support activitiesundertaken by a capacity development program.Input indicators would measure thequantity (and sometimes the quality) of resources provided for program activities. In acontext of a capacity development program, these can include:

• Funding (counterpart funds, co-financing, grants)• Human resources (number of person-years for client/partner agencies, consultants,

and technical advisers)• Equipment, materials, and supplies, or recurrent costs of these items—for example,

textbooks, classroom facilities.

Outputs are the products and services resulting from a learning activity that is designedto generate learning outcomes. The key distinction between outputs (specific goods orservices) and learning outcomes is that an output typically takes the form of anincrease in supply of knowledge and information, while learning outcomes reflectbehavioral changes resulting from the use and application of acquired knowledgeand information. Output indicators would measure the quantity (and sometimes thequality) of the goods or services created or provided through the use of inputs. Using acapacity development program as an il lustration, these might include the number ofpeople trained, the number of new courses offered, and the number of newconsultations conducted.

B

ProgramDesign





8Monitor

learningoutcomes:adjustprogramasrequired

Sample format for monitoring reporton the interim status of the targeted learning outcomes

9Monitortargetedcapacityindicatorsand theprogresstowardthemissiongoal, andadjustprogramasrequired

10Assessachievementof learningoutcomesandtargetedchanges incapacityindicators,andspecifyfollow-upactions

C

Implementation

and Monitoring

D

CompletionandAssessment

CDRF for Sharada Mission

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