Important Note on ROPMS Presentation • Please use the ROPMS resource center for the final format of the POP & AWP. • The following presentation will give a good overview of the ROPMS concepts and logical framework, however the POP & AWP used do not reflect the final format based on the comments received during the training sessions.
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ROPMS - Results-Oriented Project Management System
This presentation will give a good overview of the ROPMS concepts and logical framework, however the POP & AWP used do not reflect the final format based on the comments received during the training sessions.
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Important Note on ROPMS Presentation
• Please use the ROPMS resource center for the final format of the POP & AWP.
• The following presentation will give a good overview of the ROPMS concepts and logical framework, however the POP & AWP used do not reflect the final format based on the comments received during the training sessions.
UNDP Egypt’s Results-Oriented Project Management System
ROPMS
Introduction
• What is Results-Based Management (RBM): RBM refers to an approach for planning, monitoring and reporting on the results of development projects
If you can measure it you can manage it
Introduction cont’d
• RBM in UNDP is based on 4 main pillars:– Focus for action; – Results;– On-going monitoring and assessment of
performance, integrating lessons learnt into future planning;
– Continuous feedback to improve performance.
Results-Oriented Project Management System
(ROPMS)
• Bringing the RBM concept to the project level, the ROPMS was developed & will be integrated in UNDP’s planning & reporting system:– Collect and process information on the results
emerging from projects.– Manage UNDP projects through continuous
measuring of performance– Gives indications of the policy impact of
UNDP interventions
ROPMS cont’d
• Project Annual Workplan: monitors annual progress of projects
• Project Operations Plan (POP): monitors the impact of UNDP at the country level
ROPMS consists of 2 components:
ROPMS Key Concepts
– Outcomes: intended changes in the
development situation – WHY-– Outputs: completion of Activities – WHAT-– Activities: specific acts – HOW-– Inputs: materials for activities– Indicators: signposts of change– Targets: benchmarks
ROPMSKey concepts cont’d
Outcome Outputs Activities
Increased Women’s literacy in 7 villages in Minia by 25%
3 Public service announcement on female/girls literacy broadcast on local TV & radio
Identify production company
Draft & approve scripts
Negotiate air-time with local TV & radio stations
ROPMSKey concepts cont’d
• The outcome of the project needs to be pitched at the right level.
Project Outcome Indicator
Literacy courses for women using IT
Female illiteracy in target villages reduced
Overall 5% reduction in target villages per year
Birth certificates Improved environment for issuance of birth certificates for girls created in target villages
75% of all newborn girls in target villages receive birth certificates by end of project.
FGM-fee villages Widespread awareness raised of the dangers of FGM among populations of selected villages
10% reduction per year in number of female circumcisions being carried out in target villages
Project level:
ROPMSKey concepts cont’d
•The outcome of the project needs to be pitched at the right level:At the Country level:
UNDP
Projects
Outcome Indicators Outputs
A-Literacy courses
B- Birth Certificates
C- FGM-free villages
Increased awareness of women’s participation in society
1- No. of ministries allocated funds for women specific projects
2- Increase in girls 2nd school enrollment rate
1- Gender budget analysis prepared
2- Literacy CD-ROM distributed & used in Internet Clubs
3- Public campaign on girls rights implemented
Project Operation Plan (POP)
• Provides information on the project and its achievements.
• The timeframe of the POP covers the lifetime of the project
• It is a key tool for monitoring yearly progress towards the achievement of results at the outcome/output levels through the establishment of indicators and annual targets.
• Changes in the POP should be kept to a minimum.
POP cont’d• Step-by-step guide to filling-in the POP:
– Step1: Align the project with an SRF-SAS and strategic outcome
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
(2b) (3b) (4b) (6b)Output 1.1:
CommentsProject Outcome
POP cont’d• Step-by-step guide to filling-in the POP:
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
(2b) (3b) (4b) (6b)Output 1.1:
CommentsProject Outcome: Support to the modernization of the Egyptian Schooling System through the introduction of IT learning & IT aided learning in schools
POP cont’d• Step-by-step guide to filling-in the POP:
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
(2b) (3b) (4b) (6b)Output 1.1:
CommentsProject Outcome: Support to the modernization of the Egyptian Schooling System through the introduction of IT learning & IT aided learning in schools
IT learning introduced in 50 schools
POP cont’d• Step-by-step guide to filling-in the POP:
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
2 8 15 15 10
(2b) (3b) (4b) (6b)Output 1.1:
The number of schools w here IT learning w as introduced
2 8 15 16 10
Commentscourses introduced in the curriculum of 50 schools
Project Outcome: Support to the modernization of the Egyptian Schooling System through the introduction of IT learning & IT aided learning in schools
IT learning introduced in 50 schools
POP cont’d• Step-by-step guide to filling-in the POP:
• Measuring performance & progress is done through the establishment of planned targets: Determining progress is based on comparing planned targets with actual implementation.
• The number of indicators should be kept at minimum
• Outcome indicators are more difficult to construct, since the outcome is often beyond the control of the project. Outcome indicators need to reflect the end of project status
• Progress towards outcome & output indicators are measured annually over the duration of the project.
POP cont’d• Step-by-step guide to filling-in the POP:
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
2 8 15 15 10 Project staff (dept?)
(2b) (3b) (4b) (6b)Output 1.1:
The number of schools w here IT learning w as introduced
2 8 15 15 10 Project staff (dept?)
Commentscourses introduced in the curriculum of 50 schools
Project Outcome: Support to the modernization of the Egyptian Schooling System through the introduction of IT learning & IT aided learning in schools
IT learning introduced in 50 schools
POP cont’d• Step-by-step guide to filling-in the POP:
– Step6: Report on whether targets have been met or not:
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
2 8 15 15 10 Project staff (dept?)
(2b) (3b) (4b) (6b)Output 1.1:
The number of schools w here IT learning w as introduced
2 8 15 15 10 Project staff (dept?)
Tartets met
Commentscourses introduced in the curriculum of 50 schools
Project Outcome: Support to the modernization of the Egyptian Schooling System through the introduction of IT learning & IT aided learning in schools
IT learning introduced in 50 schools
POP cont’d
• Step-by-step guide to filling-in the POP:
– Step6: Report on whether targets have been met contd.
• Columns 1-5 represent the planning dimension of the POP (to be filled-in before the project activities begin).
• In column 6 the project manager is required to report whether targets are met or not.
• The POP requires this to be done yearly
• This annual report on targets is what is used to complete the Country Office ROAR
POP cont’d• Step-by-step guide to filling-in the POP:
– Step7: Comments (this can help to explain facts about the reporting aspects of the POP. At the outcome level this column should be used to mention the role of partners):
(1) (2a) (3a) (4a) (5) (6a) (7)SRFStrategic Area of Support (SAS):1.1.1SRF Outcome:Enabling Environment to augment access & use of IT in the Egyptian Society
Indicator Targets:2002-2006 Resp. Targets1 2 3 4 5 met
2 8 15 15 10 Project staff (dept?)
(2b) (3b) (4b) (6b)Output 1.1:
The number of schools w here IT learning w as introduced
2 8 15 15 10 Project staff (dept?)
Tartets met
Commentscourses introduced in the curriculum of 50 schools
Project Outcome: Support to the modernization of the Egyptian Schooling System through the introduction of IT learning & IT aided learning in schools
IT learning introduced in 50 schools
Project Annual Workplan (AWP)
• The timeframe of the AWP is 12 months of a given year (a new AWP needs to be filled-in each year.
• Activities are set and represent the actions to be taken to achieve the annual targets for the planned outputs
• Indicators are set at the activity level to measure progress and performance