1.    Problem definition: It is important to start by clearly and explicitly defining the problem a project is going to attempt to address. Given the risks of unintended consequences, if there is no problem it is probably most helpful not to interfere. The existence of the problem should be confirmed through grassroots knowledge and empirical research. For example, it is unsafe to assume that students in all contexts lack motivation or interest in science. In some places, lack of motivation or interest may reduce science participation rates; in other places, however, students may be extremely keen but unable to continue science participation for other reasons (e.g. lack of financial resources, transportation etc.).

2.    Needs or Stakeholder Analysis: In order to understand the scale and nature of the problem a project seeks to address, you must conduct a needs analysis (more about this later). This process is essential for checking that (a) people want assistance and (b) the problem might be  addressed with available resources. Needs Analysis involves using data and asking stakeholders about what is happening on the ground, what resources are available and what kind of intervention they want. It is a process that has been shown to minimise risk of harm and unintended consequences and increase the likelihood of a project’s sustainability.

3.    Theory: A project’s theory of change explains why and how the project is expected to work. The theory should ideally draw from the results of the needs analysis and from existing research (e.g. behavioural science findings and previous evaluations in education and international development). This is where it could be useful to draw from the evidence resources offered by the OAD.

4.   Outcomes: This is a list of a project’s primary and secondary goals. For example, the (estimated) size and nature of the impact of the project and the timeline during which these effects are expected to occur. These outcomes can include theorised unobservable outcomes (e.g. inspiration) but should also include observable development-related outcomes (e.g. school attendance; participation in class; test scores; enrolment in a science degree).

5.  Population: Population refers to the project’s target population, specifying who will participate in and/or benefit from the project. The population should be those involved in the needs analysis and amongst whom intended outcomes will be observed. It is better to have a narrow, well-defined population for whom a project has been carefully designed than to try to reach everyone. It is also essential to consider variety within a target population, even when the target population appears narrowly defined. For example, even in a class of 11 year-olds, students may differ in terms of gender, physical and cognitive abilities, ethnicity, language preferences, interests, learning styles etc.

6.  Scope or Reach: A scope indicates an approximation of the number of people, communities or organisations that are expected to take part and/or benefit from the project. OAD projects are intended to be ‘pilot tests’ of innovative ideas, not necessarily large-scale policy changes that change the world in one go! It is therefore better to be realistic and modest than to over-stretch a project.

7.  Project Planning & Design: Once relevant data have been collected to understand the nature of the problem and formalise objectives, the project can be designed and planned. In an ideal scenario, all prior stages are written up alongside a ‘project manual’ describing the project activities and how the project will be delivered. 

8.  Reporting Requirements: These should be determined with the OAD and/or with any other stakeholders involved in the project. Some schools, for example, may require you to report certain measures (e.g. records of obtaining parental consent, record of school visits, criminal background checks for adults involved in the project delivery etc.)

9.  Monitoring & Evaluation (M&E) Plan: The M&E plan builds on the reporting requirements. Here, you must decide which evaluation questions matter most and then design a monitoring and evaluation approach (more on this later) that specifies which data will be collected, how, by whom and at which stage of the project. All education interventions that intend to improve science skills or understanding, for example, should include a written assessment of pre- and post-project as a minimum. 

Stages 3 through 8 draw on the findings of Stages 1 and 2. The final stage of developing a project design and plan then draws on all previous stages to specify which types of evaluation will be conducted.

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