Assessment of Results and Impact of the Program Sample Clauses

Assessment of Results and Impact of the Program. The final evaluation was conducted using a participatory approach, and the information and recommendations that are detailed in this report are a result of the KPC, HFA, FGD, home visits, the project monitoring system, and data reviews. The goal of this project is the sustained reduction in infant and child mortality by fostering a partnership between communities and health facilities to address the major causes of morbidity and mortality in children less than 5 years of age. Plan Cameroon successfully piloted IMCI in one district of Cameroon, leading the effort to introduce IMCI to the country, with the intention by Plan and the MOH (and UNICEF, WHO, HKI, PSI and others) to scale up IMCI throughout the entire country based on the results of this project (as well as the other two pilot districts carried out by UNICEF and WHO). Plan intends to submit another CS proposal, this time under the expanded impact category to scale up IMCI in four provinces in the country as part of a nation-wide scale up campaign being co-funded by several donors. This report is written with the intention of providing a road map for scale up of IMCI in Cameroon. The successes realized during this project will be capitalized on, while the weaknesses and constraints encountered are being thoroughly discussed and analyzed using a transparent approach. Recommendations have been drafted for all areas of the project with a focus on improving problematic issues for successful scale up. Everyone who participated in this project, and all those involved in the final evaluation collectively felt that the project had gotten off to a slow start. The first year and a half were taken up by preparing the foundation for the project, including hiring staff, positioning supplies and logistics, establishing community structures, and training Plan staff, AAPPEC staff and health promoters, health facility and other MOH staff, and all the community structures that would become the backbone for the implementation of the project. For this reason, everyone felt that the project had only really been producing results for a short period of time (barely over two years), and that in reality the project should continue for another two years in order to really demonstrate impact. They thought that the gains in the first two years (baseline to midterm) would not be as great as the gains in the final two years (midterm to final). However, a review of the data shows that in spite of the time taken for the project t...
AutoNDA by SimpleDocs
Assessment of Results and Impact of the Program. Presented below is a summary chart of the results of Xxxx Xxxx. The chart is based on the program objectives and indicators presented in the project’s Detailed Implementation Plan (DIP) with several modifications that were approved by USAID based on recommendations from the Midterm Evaluation. A. Results Summary Chart Result Objective Final Evaluation Results Comments Result Objective Final Evaluation Results Comments
Assessment of Results and Impact of the Program. ❑ The secret of success for improving utilization of health services and community participation is treating others well, kindness and deepening friendships among CHWs, health personnel and community members. ❑ Joint planning and implementation between CARE and the MOH beginning with the development of the proposal and detailed implementation plan paved the way for the success of CS Project interventions and enhanced sustainability. ❑ The participation of the MOH in project design and the commitment to unity and sincerity as basic values in all relationships with partners fostered the success of the CS Project. ❑ The degree of motivation of the volunteer network and the creation of strong relationships between CHWs and Health Posts is a result of direct implementation through the MOH and not separately by CARE. ❑ Teaching about health in the schools was an effective strategy for disseminating knowledge and motivating new health practices in the home. ❑ The implementation of adult education methodologies improved the CARE/MOH training program 100%. ❑ The changes that health personnel made to improve service delivery based on quality of care assessments were crucial to improving communication and acceptance of the services offered. ❑ The stability of MOH staff has been a key factor in the success of the CS Project. ❑ Food security activities are a good way to motivate participation, as families value their increased capacity to produce a variety of foods that improve both income and nutrition. ❑ Home food production activities were an excellent way to include men in health activities.

Related to Assessment of Results and Impact of the Program

  • Periodic Risk Assessment Provider further acknowledges and agrees to conduct periodic risk assessments and remediate any identified security and privacy vulnerabilities in a timely manner.

  • Management Report Promptly upon receipt thereof, copies of all detailed financial and management reports submitted to Borrower or any other Loan Party by independent auditors in connection with each annual or interim audit made by such auditors of the books of Borrower or any other Loan Party.

  • Diagnostic Assessment 6.3.1 Boards shall provide a list of pre-approved assessment tools consistent with their Board improvement plan for student achievement and which is compliant with Ministry of Education PPM (PPM 155: Diagnostic Assessment in Support of Student Learning, date of issue January 7, 2013). 6.3.2 Teachers shall use their professional judgment to determine which assessment and/or evaluation tool(s) from the Board list of preapproved assessment tools is applicable, for which student(s), as well as the frequency and timing of the tool. In order to inform their instruction, teachers must utilize diagnostic assessment during the school year.

  • Performance of Services in Accordance with Regulatory Requirements; Furnishing of Books and Records In performing the services set forth in this Agreement, the Manager: A. shall conform with the 1940 Act and all rules and regulations thereunder, with all other applicable federal, state and foreign laws and regulations, with any applicable procedures adopted by the Trust’s Board of Trustees, and with the provisions of the Trust’s Registration Statement filed on Form N-1A as supplemented or amended from time to time; B. will make available to the Trust, promptly upon request, any of the Fund’s books and records as are maintained under this Agreement, and will furnish to regulatory authorities having the requisite authority any such books and records and any information or reports in connection with the Manager’s services under this Agreement that may be requested in order to ascertain whether the operations of the Trust are being conducted in a manner consistent with applicable laws and regulations.

  • Risk Assessment An assessment of any risks inherent in the work requirements and actions to mitigate these risks.

  • Periodic Review of Costs of Environmental Compliance In the ordinary course of its business, the Company conducts a periodic review of the effect of Environmental Laws on the business, operations and properties of the Company and its subsidiaries, in the course of which it identifies and evaluates associated costs and liabilities (including, without limitation, any capital or operating expenditures required for clean-up, closure of properties or compliance with Environmental Laws or any permit, license or approval, any related constraints on operating activities and any potential liabilities to third parties). On the basis of such review and the amount of its established reserves, the Company has reasonably concluded that such associated costs and liabilities would not, individually or in the aggregate, result in a Material Adverse Change.

  • Evaluation Cycle Goal Setting and Development of the Educator Plan A) Every Educator has an Educator Plan that includes, but is not limited to, one goal related to the improvement of practice; one goal for the improvement of student learning. The Plan also outlines actions the Educator must take to attain the goals established in the Plan and benchmarks to assess progress. Goals may be developed by individual Educators, by the Evaluator, or by teams, departments, or groups of Educators who have the similar roles and/or responsibilities. See Sections 15-19 for more on Educator Plans. B) To determine the goals to be included in the Educator Plan, the Evaluator reviews the goals the Educator has proposed in the Self-Assessment, using evidence of Educator performance and impact on student learning, growth and achievement based on the Educator’s self-assessment and other sources that Evaluator shares with the Educator. The process for determining the Educator’s impact on student learning, growth and achievement will be determined after ESE issues guidance on this matter. See #22, below. C) Educator Plan Development Meetings shall be conducted as follows: i) Educators in the same school may meet with the Evaluator in teams and/or individually at the end of the previous evaluation cycle or by October 15th of the next academic year to develop their Educator Plan. Educators shall not be expected to meet during the summer hiatus. ii) For those Educators new to the school, the meeting with the Evaluator to establish the Educator Plan must occur by October 15th or within six weeks of the start of their assignment in that school iii) The Evaluator shall meet individually with Educators with PTS and ratings of needs improvement or unsatisfactory to develop professional practice goal(s) that must address specific standards and indicators identified for improvement. In addition, the goals may address shared grade level or subject matter goals. D) The Evaluator completes the Educator Plan by November 1st. The Educator shall sign the Educator Plan within 5 school days of its receipt and may include a written response. The Educator’s signature indicates that the Educator received the plan in a timely fashion. The signature does not indicate agreement or disagreement with its contents. The Evaluator retains final authority over the content of the Educator’s Plan.

  • Management Reports Promptly upon receipt thereof, copies of all detailed financial and management reports submitted to the Company by independent auditors in connection with each annual or interim audit made by such auditors of the books of the Company.

  • Feasibility Study A feasibility study will identify the potential costs, service quality and other benefits which would result from contracting out the work in question. The cost analysis for the feasibility study shall not include the Employer’s indirect overhead costs for existing salaries or wages and benefits for administrative staff or for rent, equipment, utilities, and materials, except to the extent that such costs are attributable solely to performing the services to be contracted out. Upon completion of the feasibility study, the Employer agrees to furnish the Union with a copy if the feasibility study, the bid from the Apparent Successful Bidder and all pertinent information upon which the Employer based its decision to contract out the work including, but not limited to, the total cost savings the Employer anticipates. The Employer shall not go forward with contracting out the work in question if more than sixty percent (60%) of any projected savings resulting from the contracting out are attributable to lower employee wage and benefit costs.

  • Medical Records Retention Grantee shall retain medical records in accordance with 22 TAC §165.1(b) or other applicable statutes, rules and regulations governing medical information.

Draft better contracts in just 5 minutes Get the weekly Law Insider newsletter packed with expert videos, webinars, ebooks, and more!