Impact Measurement and Ubora March 2011 Nairobi

Data + Learning + Action = Improvement What is Ubora? Quality Performance PROGRAM PROGRAM SUPPORT IMPACT Resources (Human, Financial, Technological) A system used for ongoing management of performance across COs, RMUs and US divisions. Ubora is about holistic organizational performance, thus 4 areas, not just Impact.

PQAT FY11 2.2) Does the overall analysis identify existing conflicts (social, economic, political, armed etc.) at all levels (grassroots, country, region, etc.), conflicts that may arise/be aggravated by shifting power relations through the program, and potential disasters? –Does it have plans to address/mitigate conflicts and/or disasters?

Global IM: Signature Program Example Outputs: The changes that are a direct result of activities Activities: The actions that convert inputs into outputs Inputs: Resources needed to undertake a set of activities Effects/Outcomes: The effects of our work on creating the necessary changes in behaviors and systems Impact: Long-term, sustainable change on the lives of a specific people group Inputs Activities Outputs Impact Outcomes

The Directory in FY’11 and Beyond: Global Impact Indicators CategoryMDI Impact IndicatorAssociated Outcome Indicator 1. Income Poverty Reduction  Proportion of population below $1 (PPP) per day 1.% people whose net income generated within target value chains has increased, by sex 2.% households with access to secure land tenure, by sex of the head of household 3.% households that do not rely solely on agriculture for their livelihood 4.% households with capacity to cope with environmental shocks without depleting assets 2. Food Security  Prevalence of underweight children under 5 years of age  Proportion of population below minimum level of dietary energy consumption 5.% change in dietary diversity, by sex 6.% children 0-23 months who are underweight (weight for age), by sex 7. % households with food reserves 3. Education  Net enrolment ratio in primary education  Proportion of pupils starting grade 1 who reach last grade of primary school  Literacy rate of year-olds, women and men 8. Primary school completion rates by formal (gov’t funded)/non-formal schools, by sex 9. Primary education programs gross enrollment rates by formal (gov’t funded)/non-formal schools, by sex 10. Student-to-teacher ratios by formal (gov’t funded)/non-formal primary schools 4. Women’s Empowerment Mandatory for all programs  Ratios of girls to boys in primary, secondary and tertiary education  Share of women in wage employment in the non-agricultural sector  Change in women’s self-efficacy 11. % men and women reporting meaningful participation of women in decision- making at the household level in a domain previously reserved for men (domain:_________) 12. % men and women reporting meaningful participation of women in the public sphere (domain: _________) 13. % men and women with changed attitudes toward gender-based violence 14. % couples making informed joint decisions regarding sexual and reproductive health 15. % men and women reporting ability of women to effectively control productive assets 16. % women reporting an improvement in their psychosocial wellbeing 17. Average number of hours per day spent on house work, and in relation to the duration of the working day, by sex

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