INTRODUCTION TO MONITORING & EVALUATION IN GLOBAL HEALTH
Logic Model Assignment
Instructions: You are a Monitoring and Evaluation Officer at an organization in Cambodia who has partnered with the Ministry of Health to conduct a social marketing campaign to reduce iron deficiency anemia among secondary school girls by increasing iron-folic acid supplementation. You are responsible for conducting ongoing monitoring and evaluation for this program. Review the statements in the text bank and place them in the appropriate location of the logic model.
Note: For educational purposes, this is an abridged logic model. In practice, there would be additional activities and outcomes in order to achieve the goal.
Logic Model
Problem Statement:
Background:
Program Goal:
Program Objectives:
1.
2.
Inputs Activities Outputs Outcome Impacts
Text Bank
Select teachers to be student mentors
Trained select students to be peer educators
Reduce iron deficiency anemia among girls attending select secondary schools in Cambodia.
Data collection forms
IFA supplements (1-month supply packs of 4 tablets each)
A baseline evaluation was conducted and included a questionnaire that was administered to all 600 girls across the 5 target secondary schools. It found that only 12% of the girls had any knowledge about anemia and the importance of IFA supplementation, and only 3% took IFA supplements.
Host weekly committee meetings at each school
Hosted weekly committee meetings at each school
Organized dignitary health promotion speeches at each school
Provide IFA supplement packs to schools
Data collection forms
IFA supplements (1-month supply packs of 4 tablets each)
Increase percentage of secondary school girls who are aware of the importance of iron-folic supplementation from X% to at least X% by the end of Year 1.
Supplies
Increased folic-acid supplementation among secondary school girls
Organize dignitary health promotion speeches at each school
Anemia is a serious public health concern. There are several causes of anemia, one of which is iron deficiency. Iron deficiency anemia can impair physical growth and cognitive development, cause decreased resistance to infections, and adversely impact school performance and work capacity. , Adolescent girls are particularly susceptible to iron deficiency anemia due to factors such as the hormonal changes and accelerated growth that take place during adolescence, malnutrition, and the onset of menstruation. In Southeast Asia, more than 25% of adolescent girls are reported to be anemic.1 In Cambodia, anemia is highly prevalent, affecting 45% of women of reproductive age. An evidence-based approach to preventing iron deficient anemia is weekly iron-folic acid supplementation.1,
Decorated each school with health education banners
Selected teachers to be student mentors
Time
Increased understanding of the importance of iron-folic acid supplementation among secondary school girls
Funding
Increase iron-folic acid supplementation among girls attending target secondary schools from X% to at least X% by the end of Year 3.
Staff
Train select students to be peer educators
Reduce iron deficiency anemia among girls attending 5 secondary schools in Cambodia
Provided IFA supplement packs to schools
Venue/space
Training materials and assessment tools
Decorate each school with health education banners
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Logic Model
Problem Statement: Anemia is a serious public health concern in Cambodia, affecting 45% of women of reproductive age, and high among adolescent girls.
Background: Iron deficiency anemia can impair physical growth, cognitive development, cause decreased resistance to infections, and affect school performance and work capacity. A weekly iron-folic acid supplementation is an evidence-based approach to prevent iron-deficient anemia.
Program Goal: Reduce iron deficiency anemia among girls attending 5 secondary schools in Cambodia.
Program Objectives:
Increase percentage of secondary school girls who are aware of the importance of iron-folic supplementation from X% to at least X% by the end of Year 1.
Increase iron-folic acid supplementation among girls attending target secondary schools from X% to at least X% by the end of Year 3.
Inputs:
Staff
Funding
Time
Venue/space
IFA supplements (1-month supply packs of 4 tablets each)
Training materials and assessment tools
Activities:
Select teachers to be student mentors
Trained select students to be peer educators
Host weekly committee meetings at each school
Organize dignitary health promotion speeches at each school
Provide IFA supplement packs to schools
Decorate each school with health education banners
Collect data using data collection forms
Outputs:
Increased understanding of the importance of iron-folic acid supplementation among secondary school girls
Increased folic-acid supplementation among secondary school girls
Outcomes:
Reduced iron deficiency anemia among girls attending select secondary schools in Cambodia.
Impacts:
Improved physical growth and cognitive development
Increased resistance to infections
Improved school performance and work capacity.
