Course Content
Understanding the Policies Impacting on Project Choice and Necessary Research
Understanding the Policies Impacting on Project Choice and Necessary Research aims to increase your skills in understanding the environment in which your typical NGO CSO project operates. ABOVE ALL Hopefully, these lessons will inspire you to improve your projects and provide stimulation for new project ideas.
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Understanding the project Context
Why understanding the Policy Context is important
Chronology of key international agreements that underpin the Sustainable Development Goals (SDGs) and associated human rights
Key Resources – The enabling environment SDGs and Rights
How the EU has aligned to Agenda 2030
Integrating Key International Agreements into European Policy Frameworks
Reporting on SDGs
The UN System and SDGs
The Three Pillars of Sustainability
Localising SDGs
Resources Council of Europe Youth, Development and Democracy
Guides and handbooks
Participation at the lowest possible level – Leave no one behind.
Context Analysis and Problem Identification
Introduction to Context Analysis Context analysis is the process of understanding the external environment in which your project operates. This includes examining Political, Economic, Social, Technological, Environmental, and Legal (PESTEL) factors. Context analysis helps you anticipate challenges and leverage opportunities. Example: In a project that promotes renewable energy, a context analysis might reveal government incentives for solar energy, which could be leveraged to enhance project outcomes.
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Problem Identification and Situation Analysis
04:33
Defining Objectives and Vision
Strategy Development and Choice of Interventions
This module focuses on developing effective strategies and selecting appropriate interventions that align with the project’s objectives and vision. Participants will learn how to create a coherent and practical strategy, choose interventions that are evidence-based and sustainable, and ensure that these interventions are feasible within the given resources and constraints.
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Problem Identification and Situation Analysis
Strategy Development and Choice of Interventions
Developing the Logical Framework (LogFrame)
Introduction to the Human Rights Based Approach
Integrating the Rights-Based Approach into Project Development
Developing a Project Concept Idea
Project Design and Action Planning
Key Elements of Project Design Project design involves creating a detailed plan for implementing the project, including its goals, objectives, activities, and resources. A well-designed project aligns with strategic frameworks like LFA and PCM, ensuring all elements work together to achieve the desired outcomes. Example: The design of a food and nutrition project might include objectives such as reducing malnutrition rates, activities like nutrition education and food distribution, and resources such as staff, materials, and funding.
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Project Design and Implementation Planning
Budgeting and Financial Planning
Strategy Development and Choice of Interventions
Budgeting and Financial Planning
Introduction to Proposal Writing for NGOs and CSOs
To be completed
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Introduction to Proposal Writing for NGOs
09:44
5 Tips to Write Great Proposals - Funds for NGOs
Why Projects go wrong
Inspirations
Understanding the Broader Context
Writing the Proposal: Structure and Style
6.1 Structure of a Winning Proposal A well-structured proposal is critical for clearly communicating your project’s goals and objectives to potential donors. Each section of the proposal should be concise, well-organized, and aligned with the donor’s priorities. Typical Structure: • Executive Summary: A brief overview of the project, including its objectives and expected outcomes. • Problem Statement: A clear articulation of the problem the project seeks to address, supported by data and evidence. • Project Objectives: Specific, measurable goals that the project aims to achieve. • Methodology: The approach and methods that will be used to achieve the objectives. • Budget: A detailed breakdown of the costs involved in the project. • Monitoring, Evaluation, and Learning (MEL) Plan: A plan for tracking progress, evaluating outcomes, and learning from the project’s implementation. Example: In a proposal for a gender equality project, the problem statement might highlight disparities in education between boys and girls, the methodology could include community-based education programs, and the MEL plan might track enrollment rates and academic performance.
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Writing the Proposal: Structure and Style
Integrating Sustainable Development Goals (SDGs) and Human Rights
Monitoring, Evaluation, and Learning (MEL)
7.1 Introduction to MEL Monitoring, Evaluation, and Learning (MEL) are critical components of project management. MEL helps ensure that the project stays on track, meets its objectives, and generates valuable insights for future projects. Monitoring involves tracking the project’s progress, evaluation assesses its outcomes, and learning involves using the findings to improve future initiatives.
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Monitoring, Evaluation, and Learning (MEL)
The Importance of Partnership and Collaboration
This module is designed to emphasize the significance of partnership and collaboration in project management and development work. Participants will learn the benefits of forming strategic partnerships, understand the key elements of successful collaborations, and gain skills in identifying, building, and maintaining effective partnerships.
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Working with Private Donors and Foundations
Working with Donors and Sponsors
Working with Private Donors and Foundations
Case Studies and Practical Examples
In this module, you will explore real-world case studies to see how the concepts from previous modules are applied in practice. Analyzing both successful and unsuccessful projects will help you identify key lessons that can improve your project planning, implementation, and outcomes. By understanding what works and what doesn’t, you can apply these insights to your own projects.
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Presentation of Case Studies
How to write a project
About Lesson

Introduction

This Lesson will help you understand how to apply the Rights-Based Approach (RBA) to project development, specifically within the frameworks of the Logical Framework Approach (LFA) and Results-Based Management (RBM). This approach ensures that your projects achieve development goals and uphold and promote human rights as outlined in key international instruments. The focus will be aligning your projects with specific SDGs, targets, and human rights obligations.

Learning Objectives

By the end of this guide, you should be able to:

  1. Understand the relationship between specific SDGs, targets, and human rights.
  2. Apply the Rights-Based Approach in developing projects using the Logical Framework Approach (LFA).
  3. Integrate RBA into Results-Based Management (RBM) to ensure project outcomes respect and promote human rights.

Part 1: Understanding the Rights-Based Approach and Its Connection to SDGs

1.1 What is the Rights-Based Approach (RBA)?

The Rights-Based Approach (RBA) integrates international human rights standards into every stage of the project cycle—from planning and implementation to monitoring and evaluation. It emphasises empowering rights-holders (e.g., individuals and communities) and holding accountable duty-bearers (e.g., governments and institutions).

Key Principles of RBA:

  • Participation: Ensuring all stakeholders, especially marginalised groups, are actively involved in the project.
  • Accountability: Duty-bearers must be held accountable for fulfilling human rights obligations.
  • Non-Discrimination: Projects must be inclusive, ensuring that no group is excluded or discriminated against.
  • Empowerment: Enabling rights-holders to claim their rights and participate fully in development processes.

1.2 Linking SDGs and Human Rights

Each Sustainable Development Goal (SDG) is associated with specific human rights. Understanding this connection is crucial for integrating RBA into project development.

Examples:

  • SDG 1 (No Poverty): Linked to the right to an adequate standard of living (ICESCR, Article 11).
  • SDG 3 (Good Health and Well-being): Linked to the right to health (ICESCR, Article 12).
  • SDG 4 (Quality Education): Linked to the right to education (CRC, Article 28).
  • SDG 5 (Gender Equality): Linked to women’s rights under CEDAW.
  • SDG 16 (Peace, Justice, and Strong Institutions): Linked to the right to a fair trial and access to justice (ICCPR, Articles 14-16).

1.3 Example: SDG 4 (Quality Education) and the Right to Education

  • SDG 4 Target 4.1: Ensure all girls and boys complete accessible, equitable, and quality primary and secondary education.
  • Associated Human Rights: The right to education is enshrined in the Convention on the Rights of the Child (CRC), Article 28, emphasising free and compulsory primary education and accessible secondary education.

How to Apply This:

  • In a project focused on improving access to education, ensure that the design includes specific strategies to make education free, equitable, and accessible to all children, particularly those from marginalised communities. For example, include activities that address financial barriers to schooling or gender-based discrimination.

Part 2: Applying the Rights-Based Approach to the Logical Framework Approach (LFA)

2.1 Overview of the Logical Framework Approach (LFA)

The Logical Framework Approach (LFA) is used for project planning and management. It logically organises a project’s components (goal, purpose, outputs, activities) and helps clarify the assumptions and risks associated with it. Integrating RBA into LFA ensures the project’s objectives and activities align with human rights and SDG targets.

LFA Structure:

  • Goal: The overall objective the project aims to achieve.
  • Purpose: The specific changes or outcomes the project intends to bring about.
  • Outputs: The tangible products or services delivered by the project.
  • Activities: The tasks or actions undertaken to produce the outputs.
  • Indicators: Measures used to assess the progress and success of the project.

2.2 Step-by-Step Guide to Integrating RBA into LFA

Step 1: Define the Goal

  • Example: For a health project, the goal could be “To improve maternal health outcomes,” which aligns with SDG 3 (Good Health and Well-being), Target 3.1 (Reduce maternal mortality) and the right to health under ICESCR Article 12.

How to Apply:

  • Ensure that the goal explicitly states the human rights focus and is aligned with the relevant SDG target. For example, the goal might be “To ensure all women have access to quality prenatal care, in alignment with the right to health and SDG Target 3.1.”

Step 2: Identify the Purpose and Outputs

  • Example: The purpose could be “To increase access to quality prenatal care for women in rural areas,” with outputs such as “Established mobile health clinics” and “Trained local midwives.”

How to Apply:

  • Ensure that the purpose directly contributes to fulfilling the specific rights associated with the SDG target. Outputs should be designed to eliminate barriers to rights realisation (e.g., geographic, financial, and cultural barriers).

Step 3: Design Rights-Based Activities

  • Example: Activities could include “Conducting community consultations to design culturally appropriate health services” and “Training healthcare workers in human rights and gender sensitivity.”

How to Apply:

  • Activities should be inclusive and participatory, ensuring that all groups, particularly marginalised ones, are involved. For example, when designing education programs under SDG 4, include activities that ensure girls, children with disabilities, and children from ethnic minorities are actively engaged.

Step 4: Develop Rights-Based Indicators

  • Example: An indicator could be “Percentage of women receiving prenatal care (linked to SDG 3, Target 3.8 – Universal health coverage)” and ensuring that services are non-discriminatory and accessible.

How to Apply:

  • Indicators should measure both the fulfilment of rights and the achievement of SDG targets. For example, under SDG 5 (Gender Equality), an indicator could be “Percentage of women and girls reporting improved access to reproductive health services,” linked to SDG 5, Target 5.6.

Practical Example of a LogFrame for SDG 4 (Quality Education):

  • Goal: Increase secondary education completion rates for girls in rural areas.
  • Purpose: Ensure secondary schools in the region are safe, inclusive, and accessible to all girls.
  • Outputs:
    • Safe learning environments in 20 schools.
    • Gender-sensitive curricula adopted.
    • Teachers trained in gender sensitivity.
  • Activities:
    • Conduct safety audits in schools.
    • Develop and implement gender-sensitive curricula.
    • Provide teacher training on gender and human rights.
  • Indicators:
    • Percentage of girls completing secondary education.
    • The number of gender-sensitive curricula implemented.
    • Reduction in reported incidents of gender-based violence in schools.

Part 3: Applying the Rights-Based Approach to Results-Based Management (RBM)

3.1 Overview of Results-Based Management (RBM)

Results-Based Management (RBM) is a management strategy focusing on performance and achieving outputs, outcomes, and impacts. Integrating RBA into RBM ensures that the project achieves its development goals and respects and promotes human rights.

RBM Phases:

  • Planning: Defining precise results (outcomes, outputs) and aligning them with SDG targets and human rights obligations.
  • Implementation: Ensuring that the project activities are rights-respecting and inclusive.
  • Monitoring and Evaluation: Using rights-based indicators to assess whether the project contributes to human rights realisation.
  • Accountability: Setting up mechanisms to hold duty-bearers accountable for upholding human rights.

3.2 Practical Application of RBA in RBM

Planning Phase: Aligning Outcomes with SDGs and Human Rights

  • Example: For a project targeting SDG 5 (Gender Equality), the outcomes might include “Increased access to reproductive health services,” aligned with Target 5.6 and CEDAW.

How to Apply:

  • Ensure that project outcomes are explicitly linked to SDG targets and specific human rights. For instance, an outcome might be “Improved access to education for girls in line with SDG 4, Target 4.1 and the right to education (CRC, Article 28).”

Implementation Phase: Monitoring Inclusivity and Rights-Respecting Practices

  • Example: Monitor the participation rates of marginalised groups (e.g., women and minorities) to ensure that project activities are inclusive.

How to Apply:

  • Participation data should be regularly reviewed during implementation to ensure that all groups are included. If gaps are identified, adjust strategies to ensure inclusivity. For example, in an education project, track enrollment rates of girls, children with disabilities, and children from ethnic minorities.

Monitoring and Evaluation: Using Rights-Based Indicators

  • Example: Indicators might include “Percentage of women reporting increased access to services” (linked to SDG 5, Target 5.6).

How to Apply:

  • Develop indicators that measure both project outputs and the fulfilment of human rights. For example, under SDG 16 (Peace, Justice, and Strong Institutions), an indicator could be “Number of marginalised individuals accessing legal aid services,” linked to Target 16.3.

Accountability: Mechanisms for Upholding Rights

  • Example: Establishing a grievance mechanism where beneficiaries can report discrimination or denial of rights.

How to Apply:

  • Ensure that accountability mechanisms are accessible, transparent, and effective. Set up channels for reporting rights violations or complaints and ensure that these are handled promptly and fairly.

Case Study Example: Monitoring Progress Towards SDG 16 (Peace, Justice, and Strong Institutions)

  • Scenario: A project aimed at increasing access to justice for marginalised communities.
  • RBM Application:
    • Outcome: Increased access to legal services for marginalised communities (aligned with SDG 16, Target 16.3 – promote the rule of law).
    • Indicators: Number of legal aid cases successfully resolved, percentage of marginalised individuals accessing legal services.
    • Accountability: Regular reporting and community feedback mechanisms to ensure that justice services are accessible and fair.

Additional Resources

Readings:

  • Universal Declaration of Human Rights (1948): Link
  • International Covenant on Economic, Social and Cultural Rights (ICESCR) (1966): Link
  • Convention on the Rights of the Child (CRC) (1989): Link
  • Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) (1979): Link
  • 2030 Agenda for Sustainable Development (2015): Link
  • EU Implementing the Sustainable Development Goals in the EU: a matter of human and fundamental rights FRA Handbook. Included
  • UNDP Results-Based Management Handbook: Included

Videos:

  • “Human Rights and the SDGs – UNDP”: YouTube Link
  • “Understanding the Sustainable Development Goals – UN”: YouTube Link
  • “Rights-Based Approach in Development – UN Human Rights”: YouTube Link
  • “What is Results-Based Management? – UNDP”: YouTube Link

The Rights-Based Approach to Project Development Using the Logical Framework Approach and Results-Based Management. By aligning projects with specific SDGs, targets, and associated human rights, students can ensure that their development work is practical and equitable, contributing to the realisation of global development goals while upholding fundamental human rights.

Exercise Files
UNDG-RBM-Handbook-2012.pdf
Size: 7.92 MB
EU mplementing SDGs & Rights.pdf
Size: 1.19 MB
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