June 9, 2001

1. Section I:
   A guide to designing educational plans and
   writing good proposals
2. INTRODUCTION:

It is important for those interested in distance learning to know how to prepare good plans. Such plans are useful as a road map for charting the future course of distance education in a jurisdiction. Well thought out and easily understandable plans also serve as a very useful way to communicate with external donors and other off-island stakeholders about What you want to do; Why you want to do it; How you propose to get it done, Who will accomplish each task, When each task will be started and completed, and How-much it will all cost.

There is a saying — "WORDS TALK, BUT PAPER SPEAKS!!. If you really expect to get support from key stakeholders and off-island funding agencies, It’s always a good idea to put your thoughts and ideas down on paper. A well-crafted planning document is an excellent way to do this.

This section of the guide includes tips and suggestions that you can use to both thinking through, and actually writing a good project plan.

3. THE BASIC CONCEPT:

One way to think about a planning project is to think about it as a living thing, or system. All living things and systems consist of three basic elements. These include:

A good plan includes conservation about each of these elements. In addition, good plans should also include a clear purpose statement and some background information, which provides the reasons for why the project makes sense.

The first step in preparing the plan involves "VISIONING" or dreaming about what you would like to see happen under ideal circumstances. Visioning begins by doing some "OUT OF THE BOX THINKING". Maybe start by drawing a picture or diagram like the one above. Try to identify as many "IMAGES" as possible regarding the outputs, or things you would like to see in existence five to ten years from now. After you have drawn a picture or made a list describing your images of the futures, see if you can prioritize them in order of importance to you.

Next, look backwards and see if you can identify some of the main processes (i.e. tasks, activities or steps) you will need to do if your images of the future are to be realized.

Now it’s time to examine each of the activities you identified and try to figure out what it will actually take to get the job done. What kind of materials, information, people power and other resources (inputs) you will need to carry out the activities you decided were impotent. Once completed, you can use your diagrams and written notes as a road map to follow in preparing your plan.

4. DESIGNING PROJECTS AND ACTIVITIES:

Now, let’s examine the different kinds of questions that you may want to ask yourself as you start to work on your plan.

Remember that the term "INPUTS" refers to all the different resources that will be required to accomplish a desired goal or objective. In addition, a plan should include a description of the different approaches and/or organizational structures that might be necessary to manage the different resources that are available to you

HERE IS AN EXAMPLE…

Let’s say, that your IMAGE of the future involves a lagoon full of fish with beautiful, clean beaches. In order to realize your dream of the future, you have decided that one of the PROCESSES or tasks that needs to be carried out is a project designed to increase public awareness and sensitivity about the importance of environmental preservation and how the quality of the sea around the island effects the very fabric of island life. Your GOAL then becomes to launch an environmental education program designed, as a distance education program, to focus on the ecology of the reefs around Yap.

Obviously, when everybody comes together, lots of different images of the future emerge. Some will be very compatible with your image and goals, while others will not be compatible at all. It’s not always easy to reach agreement about what the group goals and priorities should be. As a result, the real challenge is to look for "WIN-WIN SOLUTIONS". Ones through which, different peoples’ agendas and priorities can be accommodated through collaboration and the integrated use of resources. Distance education provides an ideal vehicle for developing acceptable solutions. In a sense DE can serve as the neutral platform on which different stakeholders strive to transform differing dreams into a well-integrated reality.

5. CREATING A LOCAL DISTANCE EDUCATION PLAN TO MEET DIFFERING PROJECT PRIORITIES:

As you begin the process of preparing a local distance education plan that is well integrated and designed to meet the needs of different stakeholder groups in Yap, you may want to consider the following questions regarding the different kind of resources, or INPUTS, that you will need to incorporate into your planning process.

People		How will people be recruited and encouraged to join in a common distance education initiative? What incentives can be provided? How will you reach the right balance between providing people with technical skill related to distance education delivery and subject matter knowledge being delivered via distance education. Who are the key groups and individuals that should be involved in distance education? What, if any, competencies (skills, knowledge etc.,) do learners need to already possess have for successful participation in distance learning activities?
Facilities and Equipment		What kinds of equipment and/or facilities will be required to meet the program requirements of the distance education project? How will needed equipment and other physical infrastructure be obtained?
Money		To what extent will "up front money" be required to buy needed materials, equipment, etc. Where will the money come from/ Where will on-going financial support come from?
Policy Support and Authorization		Who will have to support and legitimize efforts to expand learning through distance education? Who needs to be involved in providing the needed credibility to insure success? Are there any rules or regulations that will have to be changed in order to incorporate distance education as a major vehicle for learning in Yap?

4. The Process

Training		To what extent will members of different stakeholder groups need to be provided training in order to carry out specific distance education projects or activities? How should this training be conducted and who will do it? How will it be paid for?
Action Learning Activities		Regarding participant activities, what should be the scope and sequence of those activities? When should these activities take place? Who else needs to be brought in as a collaborators in carrying out these activities?
Decision Making And Management Systems		How will people be involved in making decisions about how distance-learning opportunities are delivered? Who is going to be in control? What approaches should be used in sensitizing stakeholders to the value of distance education?
		What, if any, licensing or authorizations will be needed? What follow-up provisions need to be made to ensure that recommended actions and policies are implemented?

3. the outputs

The term "OUTPUT" or (Outcomes) refers to what the final product should looks like. Output/Outcomes can take many forms (e.g., products, new attitude or behavioral chances, etc.). Key outputs/outcomes should relate closely to what has been defined as being the most critical factors in achieving overall success. Some of the key questions to be answered include:

Relevance (Addressing real problems, wants, needs and/or issues.)	Will the expected results deal with the needs and problems identified earlier?
Sustainability		What is the likelihood that proposed actions guarantee lasting success? How can continued financial support be generated?
Environmental Fit		What’s the "fit" between identified solution and local traditions/culture? Will people support and help pay for the what is being proposed over time?
Capacity Building		Will the plan promote holistic community development? If so, How?

WRITING THE PLAN

Once you have carefully thought through the manner in which resources will be combined together to achieve desired outcomes regarding your vision of distance education, and you have a pretty good idea about how you are actually going to get the job done, the next step involves writing the plan. The following is an outline that can be adjusted and used as a template for preparing such a plan. Note that the plan can easily become the basic content for a grant proposal.

1. INTRODUCTORY STATEMENT (Helps Answers the Why? Question)
1. Purpose:

This statement should simply include a brief description highlighting the intent (i.e., purpose) of the plan, and how it will be used.

2. Rational:

This statement should indicate the conceptual foundation for expanding learning opportunities through distance education in Yap. Here again, you may want to look at some of the thoughts and recommendations generated during the regional forum for some of your ideas. In some cases these thoughts may seem rather obvious to you but may not be so obvious to the person you are trying to get to support your efforts.

2. BACKGROUND STATEMENT (Helps Answers the Why? Question)

This Statement is designed to provide the reader with a better understanding of the environment in which the proposed project will be undertaken. Sometimes it is best to subdivide this section into several more specific subsections. For example...

1. Discuss how local conditions and situations that relate generally to distance education.
2. Discuss the current the capabilities of different agencies and organizations having a stake in distance education.
3. Discuss related past projects, experiences and activities.
3. PROBLEMS AND NEEDS STATEMENT (Helps Answers the Why? Question)

This statement should include a clear and straightforward list of the specific problems, needs and desires that the plan will address. To the extent possible, these needs, problems and/or desires should be supported by specific data and information.

4. GOALS AND OBJECTIVES STATEMENT (Answers the What? Question)

Here again, this section simply lists and defines the specific goals and objectives that the plan is designed to achieve. These goals and objectives should be written in such a way as to relate directly to the different problems, needs and wants included in the Needs Statement. To the extent possible, these goals and objectives should be stated in either programmatic or behavioral terms. A set of blank forms has been included in Section II of the workbook. Use these forms to present the different goals and objectives that you hope to achieve through the plan.

5. Implementation Statement (Answers the How? Question)

In this section the information, which you prepared earlier in addressing the different input, process, and output questions, should be summarized in narrative form. Use the appropriate worksheets and forms included in Section II of the workbook as a guide in describing what you actually plan to do during the coming five years to realize the dreams and aspirations of different stakeholder groups in Yap.

6. EVALUATION Statement (Answers the How Do You Know You Have Been Successful? Question)

In writing this statement the idea is to present information addressing the following topics:

1. The assessment questions to be asked;
2. The assessment methods to be used (i.e. both data collection and analysis);
3. The criteria to be used in assessing programmatic quality

A set of evaluation planning forms has been prepared and is included as a part of Section II of the workbook. Use these forms as a tool in preparing the evaluation framework for your proposed project.

7. BUDGET (Answers the How Much Will All This Cost? Question)

The following is a standard set of budget categories to use in calculating how much money and other resources it will take to actually carry out the different initiatives (i.e., tasks, projects, programs) included as a part of the implementation process.

Personnel	Facilities
Training	Materials
Equipment and Supplies	Other
Transportation

4. Section II:
   Proposal Worksheets
5. Overview

This section of the manual includes a series of work sheets and forms that you can use to prepare a local distance education plan. Have fun!

6. Introductory Statement
1. Purpose:
2. Rational:
7. Background Statement
1. Discussing the general situation:
2. Discussing specific agency, organizational and sector capabilities:
3. Discussing past successes and failures:
8. Problem, Need and/or want Statements
9. GOALS AND Objectives STATEMENTS (Use a separate form for each activity to be carried out.)

STAKEHOLDER:
DESIRED RESULt: (i.e., Goals)
Objectives: (Identify one or more specific (programmatic) objectives you will be attempting to accomplish through the activities identified below to achieve the above goal or goals.)
Activity: (Describe the activities you plan to carry out.)
Target Audience: (Estimate the number of people this activity will serve.)
Expected Results: (Explain what change the described activity will have.)
Assessment Method: (Describe the method you will use to determine if the described change occurs)
Assessment Question: (Define the level of success you hope to achieve.)

10. Implementation Statement