‫ﻣﻔﺎﻫﻳﻡ ﻭﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‬

‫‪Monitoring & Evaluation Concepts‬‬

‫)‪Egypt Civil Society Support Program (ECSS‬‬

‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬
‫ﺍﻟﻣﻣﻭﻝ ﻣﻥ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻻﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ‬
‫ﺃﻛﺗﻭﺑﺭ ‪ – 2010‬ﺳﺑﺗﻣﺑﺭ ‪2013‬‬
 ‫ﻫﺩﻑ ﺍﻟﺟﻠﺳﺔ‬

‫• ﺑﺷﻛﻝ ﻋﺎﻡ ﻫﻭ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻣﺻﻁﻠﺣﺎﺕ ﺍﻻﺳﺎﺳﻳﺔ‬

‫ﻟﻌﻣﻠﻳﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‪.‬‬
‫• ﺗﻁﺑﻳﻕ ﻋﻣﻠﻰ ﻋﻠﻲ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‬
‫• ﺍﻻﻟﻣﺎﻡ ﺑﺑﻌﺽ ﺍﻟﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻣﺻﺎﺣﺑﺔ ﻟﻌﻣﻠﻳﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ‬
‫ﻭﺍﻟﺗﻘﻳﻳﻡ‪.‬‬
‫ﻣﺎ ﻫﻰ ﻣﺣﺩﺩﺍﺕ ﺍﻭ ﻣﻌﺎﻳﻳﺭ ﻭﺟﻭﺩ ﻧﻅﺎﻡ ﻣﺗﺎﺑﻌﺔ ﻭﺗﻘﻳﻳﻡ‬
 ‫ﻣﺣﺩﺩﺍﺕ ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻔﻌﺎﻝ‬
‫ﺗﺣﺩﻳﺩ ﺍﻫﺩﺍﻑ ‪/‬ﻧﺗﺎﺋﺞ ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﻭﺿﻊ ﻣﺅﺷﺭﺍﺕ ﻟﻠﻘﻳﺎﺱ‬

‫ﺧﻁﺔ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬

‫ﺑﺭﻧﺎﻣﺞ ﺯﻣﻧﻰ ﻟﻣﻭﺍﻋﻳﺩ ﺟﻣﻊ ﻭﺗﺣﻠﻳﻝ‬

‫ﺍﻟﺑﻳﺎﻧﺎﺕ‬
 ‫ﻗﺎﻋﺩﺓ ﺑﻳﺎﻧﺎﺕ ﺗﺗﺿﻣﻥ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬
‫ﺗﺎﺑﻊ‪:‬ﻣﺣﺩﺩﺍﺕ ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻔﻌﺎﻝ‬
‫ﺍﻟﻣﻁﻠﻭﺑﺔ‬

‫ﻓﺭﻳﻕ ﻋﻣﻝ ﻣﺳﺋﻭﻝ ﻋﻥ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬

‫ﻭﺗﺣﻠﻳﻠﻬﺎ ﻭﺭﻓﻊ ﺗﻘﺎﺭﻳﺭ ﺍﻟﻰ ﺍﻟﻌﻣﻼء‬
‫ﻭﺍﻻﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ‬
‫ﺑﺭﻧﺎﻣﺞ ﺯﻣﻧﻰ ﻟﻣﻭﺍﻋﻳﺩ ﺍﺟﺭﺍء‬
‫ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﻘﻳﻳﻡ) ﺍﻟﻧﺻﻑ ﺳﻧﻭﻯ –‬
‫ﺍﻟﻧﻬﺎﺋﻰ – ﺗﻘﻳﻳﻡ ﺍﻟﺗﻘﻳﻳﻡ (‬
‫ﺩﻋﻧﺎ ﻧﺑﺩﺃ ﺑﺗﻌﺭﻳﻑ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﺍﻭﻻ‬
 ‫ﻣﺎ ﻫﻳﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ؟‬

‫ﻋﻣﻠﻳﺔ ﻣﻧﻅﻣﺔ ﻭﻣﺳﺗﻣﺭﺓ ﻭﻓﻘﺎ ﻟﺧﻁﺔ ﻣﻭﺿﻭﻋﺔ ﻣﻭﺿﺢ ﺑﻬﺎ ﺍﻻﻫﺩﺍﻑ ﺍﻟﻣﺭﺍﺩ‬
‫ﺗﺣﻘﻳﻘﻬﺎ ﻣﻊ ﻣﺭﺍﺟﻌﺗﻬﺎ ﺑﺷﻛﻝ ﺩﻭﺭﻯ ﻟﻠﺗﺎﻛﺩ ﻣﻥ ﺍﻥ ﺍﻟﺗﻧﻔﻳﺫ ﻳﺗﻡ ﻓﻰ ﺍﻻﻁﺎﺭ‬
‫ﺍﻟﺻﺣﻳﺢ‬
‫ﺍﻟﺗﻧﻔﻳﺫ ﺍﻟﺻﺣﻳﺢ‬ ‫ﺍﻟﻣﺭﺍﺟﻌﺔ‬ ‫ﺍﻫﺩﺍﻑ ﻣﺭﺍﺩ‬ ‫ﻣﺳﺗﻣﺭﺓ‬ ‫ﻋﻣﻠﻳﺔ‬
‫ﺗﺣﻘﻳﻘﻬﺎ‬
‫ﺍﻯ ﺗﺗﻡ ﺑﺎﺳﺗﻣﺭﺍﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻻﺑﺩ ﺍﻥ ﺍﻟﻣﺭﺍﺟﻌﺔ‬ ‫ﺍﻯ ﺗﺗﻡ ﻭﻓﻘﺎ‬
‫ﺍﻟﺗﺎﻛﺩ ﻣﻥ ﺍﻥ‬ ‫ﺍﻟﺩﻭﺭﻳﺔ ﻟﻠﺗﺄﻛﺩ‬ ‫ﺗﺳﻌﻰ ﻟﺗﺣﻘﻳﻕ‬ ‫ﻻﺟﺭﺍءﺕ ﻣﺣﺩﺩﺓ ﺳﻭﺍء ﻣﺗﺎﺑﻌﺔ‬
‫ﺍﻟﺗﻧﻔﻳﺫ ﻳﺗﻡ‬ ‫ﻣﻥ ﻣﺩﻯ ﻓﻌﺎﻟﻳﺔ‬ ‫ﺍﻫﺩﺍﻑ ﻣﺣﺩﺩﺓ‬ ‫ﻳﻭﻣﻳﺔ‪،‬‬
‫ﺑﺎﻟﺟﻭﺩﺓ‬ ‫ﺍﻟﻣﺗﺎﺑﻌﺔ‪.‬‬ ‫ﺳﻭﺍء ﻋﻠﻰ‬ ‫ﺍﺳﺑﻭﻋﻳﺔ‪،‬‬
‫ﺍﻟﻣﻁﻠﻭﺑﺔ‬ ‫ﺷﻬﺭﻳﺔ ﺍﻭ ﺭﺑﻊ ﻣﺳﺗﻭﻯ ﻣﺷﺭﻭﻉ ﻣﺭﺍﺟﻌﺔ ﺍﺩﺍء‬
‫ﺍﻟﻘﺎﺋﻣﻳﻥ ﻋﻠﻰ‬ ‫ﺍﻭ ﺑﺭﻧﺎﻣﺞ ﺍﻭ‬ ‫ﺳﻧﻭﻳﺔ‪ ،‬ﻭﻓﻘﺎ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬ ‫ﻋﻠﻰ ﻣﺳﺗﻭﻯ‬ ‫ﻟﻧﻭﻉ ﺍﻟﻧﺷﺎﻁ‬
‫ﺍﻥ ﺍﻟﻣﻳﺯﺍﻧﻳﺔ ﻳﺗﻡ‬ ‫ﺍﻟﻣﻧﻅﻣﺔ ﻛﻛﻝ‬
‫ﺗﻭﺟﻳﻬﺎ ﻓﻰ‬
‫ﺍﻻﺗﺟﺎﺓ ﺍﻟﺻﺣﻳﺢ‬
‫ﺍﺫﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻻﺟﺎﺑﺔ ﻋﻠﻰ " ﺍﻟﻰ ﺍﻯ ﻣﺩﻯ ﺍﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ ﻳﺗﻡ‬
‫ﺗﻧﻔﻳﺫﻫﺎ ﺑﺎﻟﺷﻛﻝ ﺍﻟﺻﺣﻳﺢ ﻟﺗﺣﻘﻳﻕ ﺍﻟﻣﺧﺭﺟﺎﺕ ﺍﻟﻣﺭﺟﻭﺓ؟‬
 ‫ﻣﺎ ﻫﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ؟‬

‫ﻫﻲ ﻋﻣﻠﻳﺔ ﻣﺭﺣﻠﻳﺔ ﻭﻣﻧﻅﻣﺔ ﺗﺗﻡ ﻋﻠﻰ ﻣﺩﺍﺭ ﻣﺭﺍﺣﻝ ﺍﻟﻣﺷﺭﻭﻉ ﻛﻠﻬﺎ ﻣﻥ ﺧﻼﻝ ﺟﻣﻊ‬
‫ﻭﺗﺣﻠﻳﻝ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻟﺗﺣﺩﻳﺩ ﻣﺩﻯ ﺗﺣﻘﻳﻕ ﺍﻟﻣﺷﺭﻭﻉ ﻷﻫﺩﺍﻓﻪ ﻣﻥ ﺧﻼﻝ ﺍﻷﻧﺷﻁﺔ‬
‫ﺍﻟﻣﻭﺿﻭﻋﺔ ﻭﻗﻳﺎﺱ ﻧﺗﺎﺋﺞ ﻭﺃﺛﺭ ﺍﻟﻣﺷﺭﻭﻉ ﻋﻠﻰ ﺍﻟﻣﺟﺗﻣﻊ "‬
 ‫ﻣﻥ ﺧﻼﻝ←‬ ‫ﺑﻐﺭﺽ ←‬ ‫ﻣﺭﺣﻠﻳﺔ ←‬ ‫ﻋﻣﻠﻳﺔ ←‬
‫ﺗﻁﺑﻳﻕ ﺍﺩﻭﺍﺕ ﺍﻭ‬ ‫ﺍﻟﺗﺎﻛﺩ ﻣﻥ ﺗﺣﻘﻳﻕ‬ ‫ﺍﻯ ﻳﺗﻡ ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻯ ﺗﺗﻡ ﻭﻓﻕ‬
‫ﺍﻟﻳﺎﺕ ﻣﺻﻣﻣﺔ‬ ‫ﻣﺧﺭﺟﺎﺕ‬ ‫ﺍﺟﺭﺍءﺍﺕ ﻣﻧﻅﻣﺔ ﺳﻭﺍء ﻣﺭﺣﻠﻰ ﺍﻭ‬
‫ﻣﺳﺑﻘﺎ‬ ‫ﺍﻟﻣﺷﺭﻭﻉ‪،‬‬ ‫ﻧﺻﻑ ﺳﻧﻭﻯ ﺍﻭ‬
‫ﻭﻣﺩﻯ ﺗﺣﻘﻕ‬ ‫ﻣﻊ ﻧﻬﺎﻳﺔ ﻣﺩﺓ‬
‫ﺍﻻﺛﺭ ﻣﻥ‬ ‫ﺍﻟﺑﺭﻧﺎﻣﺞ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‬
 ‫ﺍﺫﻥ ﺍﻟﺗﻘﻳﻳﻡ ﻟﻼﺟﺎﺑﺔ ﻋﻠﻰ " ﺍﻟﻰ ﺍﻯ ﻣﺩﻯ ﺍﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺗﻡ ﺗﺣﻘﻳﻘﻬﺎ ﻁﺑﻘﺎ ﻟﻠﻣﺳﺗﻬﺩﻑ ﻣﻧﺔ؟‬

‫ﺗﻌﺩ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﻳﺗﻡ‬

‫ﺟﻣﻌﻬﺎ ﺃﺛﻧﺎء ﺍﻟﻣﺗﺎﺑﻌﺔ‬
‫ﻫﻲ ﺍﻟﺩﻋﺎﻣﺔ ﺍﻷﺳﺎﺳﻳﺔ‬
‫ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﻋﻠﻳﻬﺎ ﺍﻟﺗﻘﻳﻳﻡ‬
‫ﺗﺳﻠﺳﻝ ﺍﻟﻣﺩﺧﻼﺕ ﻭ ﺍﻟﻣﺧﺭﺟﺎﺕ‬
 ‫ﺭﺣﻠﺔ ﺍﻟﻭﺻﻭﻝ ﻟﻠﻬﺩﻑ‬ ‫ﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﻧﻬﺎﺋﻳﺔ )ﺗﺣﻘﻕ ﺍﻟﻬﺩﻑ (‬
‫ﻣﺧﺭﺟﺎﺕ‬
‫ﺃﻧﺷﻁﺔ‬
‫ﻧﺗﻳﺟﺔ ‪) 3‬ﻣﺩﺧﻼﺕ (‬
‫ﺃﻧﺷﻁﺔ‬
‫ﻣﺧﺭﺟﺎﺕ‬
‫ﻧﺗﻳﺟﺔ ‪) 2‬ﻣﺩﺧﻼﺕ(‬
‫ﺃﻧﺷﻁﺔ‬
‫ﻣﺧﺭﺟﺎﺕ‬
‫ﻧﺗﻳﺟﺔ ‪) 1‬ﻣﺩﺧﻼﺕ(‬
‫ﻣﺧﺭﺟﺎﺕ‬
‫ﺃﻧﺷﻁﺔ‬
‫ﻣﺩﺧﻼﺕ‬
 ‫ﺍﻟﻬﺩﻑ ‪ :‬ﺳﻧﺔ ‪ 2015‬ﻛﻝ ﻣﺻﺭﻯ ﻳﺳﺗﻁﻳﻊ ﺃﻥ ﻳﻘﺭﺃ ﻫﺫﻩ‬
‫ﺍﻟﺟﻣﻠﺔ ﻭ ﻳﻛﺗﺑﻬﺎ ﻛﻣﺎﻥ‬
‫ﻣﺩﺧﻼﺕ‬
‫ﺃﻧﺷﻁﺔ‬
‫ﻣﺧﺭﺟﺎﺕ‬
‫ﻧﺗﻳﺟﺔ ‪ 1‬ﻛﻭﺍﺩﺭ ﻣﺩﺭﺑﻳﻥ ‪ /‬ﻗﺎﺩﺓ ﻣﺟﺗﻣﻊ ‪/‬ﻣﺷﺭﻓﻳﻥ‪ /‬ﻣﻧﺳﻘﻳﻥ ﻣﺅﻫﻠﻳﻥ )ﻣﺩﺧﻼﺕ(‬

‫ﺃﻧﺷﻁﺔ‬
‫ﻣﺧﺭﺟﺎﺕ‬
‫ﻧﺗﻳﺟﺔ ‪ 2‬ﺑﺭﻧﺎﻣﺞ ﻓﻌﺎﻝ ﻟﻣﺣﻭ ﺃﻣﻳﺔ ﺍﻟﻛﺑﺎﺭ )ﻣﺩﺧﻼﺕ(‬

‫ﺃﻧﺷﻁﺔ‬

‫ﻣﺧﺭﺟﺎﺕ‬

‫ﻧﺗﻳﺟﺔ ‪ 3‬ﺣﺎﺻﻠﻳﻥ ﻋﻠﻰ ﺷﻬﺎﺩﺍﺕ ﻣﺣﻭ ﺍﻣﻳﺔ‬

‫ﺗﻘﻳﻳﻡ ﻣﺩﻯ ﺍﻟﺗﻘﺩﻡ ﻓﻰ ﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ ﻭﺗﻘﻭﻳﻡ ﺧﻁﺔ ﺍﻟﻌﻣﻝ‬

 ‫ﻣﺻﻁﻠﺣﺎﺕ ﺭﺣﻠﺔ ﺍﻟﻭﺻﻭﻝ ﺍﻟﻰ ﺍﻟﻬﺩﻑ‬

‫ﺍﻟﻬﺩﻑ )‪ (objective‬ﻓﻰ ﻣﺷﺎﺭﻳﻊ ﺍﻟﺗﻧﻣﻳﺔ ﻋﺎﺩﺓ ﻣﺎ ﻳﻧﻁﻭﻯ ﻋﻠﻰ ﻋﺩﺓ ﺃﻫﺩﺍﻑ ﻓﺭﻋﻳﺔ ﺃﺫﺍ‬
‫ﺗﺣﻘﻘﺕ ﺗﻛﺎﻣﻠﺕ ﻣﻌﺎ ً ﻟﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ ﺍﻟﺗﻧﻣﻭﻯ ‪ .‬ﻭ ﻟﻛﻝ ﻫﺩﻑ ﻓﺭﻋﻰ‪:‬‬

‫• ﻣﺩﺧﻼﺕ )‪ : (Inputs‬ﻭ ﻫﻰ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺳﺗﺧﺩﻣﺔ ﻣﺛﻝ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﺑﺷﺭﻳﺔ‪ ،‬ﺍﻷﻣﻭﺍﻝ‪،‬‬

‫ﺍﻟﻣﺭﺍﻓﻕ ‪،‬ﺍﻟﺗﺳﻬﻳﻼﺕ‪ ،‬ﺍﻟﻣﺳﺗﻠﺯﻣﺎﺕ ﺍﻹﻣﺩﺍﺩﺍﺕ‪ .‬ﻭﺗﺳﺗﺧﺩﻡ ﺍﻟﻣﺩﺧﻼﺕ ﻟﺗﻧﻔﻳﺫ ﺍﻷﻧﺷﻁﺔ‬
‫ﺍﻟﺗﻲ ﻳﻧﻭﻯ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻟﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ‪.‬‬

‫• ﺃﻧﺷﻁﺔ) ‪ : (Activities‬ﻭ ﻫﻲ ﺍﻷﻋﻣﺎﻝ ﺃﻭ ﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﻳﺗﻡ ﺍﻟﻘﻳﺎﻡ ﺑﻬﺎ ﻟﺗﺣﻘﻳﻕ‬

‫ﺍﻟﻬﺩﻑ ﻣﺛﻝ ﻋﻘﺩ ﻭﺭﺵ ﺍﻟﻌﻣﻝ‪ ،‬ﺗﻘﺩﻳﻡ ﺍﻟﺗﺩﺭﻳﺏ ‪ ،‬ﺗﻧﻔﻳﺫ ﺑﺭﺍﻣﺞ ﻟﻠﻭﺻﻭﻝ ﺇﻟﻰ ﺍﻟﻔﺋﺎﺕ‬
‫ﺍﻟﻣﺳﺗﻬﺩﻓﺔ‪ .‬ﻭﺑﺻﻔﺔ ﻋﺎﻣﺔ‪ ،‬ﺗﺅﺩﻱ ﺍﻷﻧﺷﻁﺔ ﺇﻟﻰ ﺗﺣﻘﻳﻕ ﻣﺧﺭﺟﺎﺕ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
 ‫ﺗﺎﺑﻊ ﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﺭﺣﻠﺔ‬

‫• ﻣﺧﺭﺟﺎﺕ ) ‪ : (Outputs‬ﻭﻫﻲ ﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﻔﻭﺭﻳﺔ ﺍﻟﻣﺗﺭﺗﺑﺔ ﻋﻠﻰ ﺗﻧﻔﻳﺫ ﺍﻷﻧﺷﻁﺔ ﻣﺛﻝ‬

‫ﺇﻧﺗﺎﺝ ﻧﺷﺭﺓ ﺗﻭﻋﻳﺔ‪ ،‬ﻋﺩﺩ ﺍﻷﻓﺭﺍﺩ ﺍﻟﺫﻳﻥ ﺗﻡ ﺗﺩﺭﻳﺑﻬﻡ‪ ،‬ﻋﺩﺩ ﻟﻘﺎءﺍﺕ ﺍﻟﺗﻭﻋﻳﺔ ‪ ،‬ﻋﺩﺩ ﻣﺎ ﺗﻡ‬
‫ﺗﻭﺯﻳﻌﻪ ﻣﻥ ﻣﻭﺍﺩ ﺗﺛﻘﻳﻔﻳﺔ‪ .....‬ﺍﻟﺦ‪.‬‬

‫• ﻧﺗﺎﺋﺞ )‪ : (Outcomes‬ﻭﺗﺗﺿﻣﻥ ﺗﻐﻳﻳﺭﺍﺕ ﻓﻲ ﺍﻟﺳﻠﻭﻙ ﺃﻭ ﺍﻟﻣﻬﺎﺭﺍﺕ ﻛﻧﺗﻳﺟﺔ‬

‫ﻟﻣﺧﺭﺟﺎﺕ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﺟﻣﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻟﻸﻫﺩﺍﻑ ﺍﻟﻔﺭﻋﻳﺔ ﺗﺅﺩﻯ ﺍﻟﻰ ﺗﺣﻘﻳﻕ ﻫﺩﻑ ﺍﻟﻣﺷﺭﻭﻉ‬

 ‫) ‪ (Impact‬ﺗﺄﺛﻳﺭ ﺍﻟﻣﺷﺭﻭﻉ‬

‫• ﺍﻟﺗﺄﺛﻳﺭﺍﺕ‪ :‬ﻫﻲ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﻛﺑﺭﻯ ﺍﻟﺗﻲ ﺗﺣﺩﺙ ﻋﺑﺭ ﻓﺗﺭﺓ ﺃﻁﻭﻝ ﻣﻥ ﺍﻟﺯﻣﻥ ﻭﺗﺭﺟﻊ ﺇﻟﻰ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻧﻬﺎﺋﻳﺔ ﺍﻟﺗﻲ ﺣﻘﻘﻬﺎ ﻣﺷﺭﻭﻉ ﻣﺎ ﺃﻭ ﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﺃﻭ ﺍﻟﺑﺭﺍﻣﺞ ﺫﺍﺕ‬
‫ﺍﻟﺻﻠﺔ ﻭﺍﻟﺗﻲ ﺗﻛﻭﻥ ﺃﻫﺩﺍﻓﻬﺎ ﻗﺩ ﺗﺣﻘﻘﺕ ﺑﻧﺟﺎﺡ ﻣﺛﺎﻝ ‪:‬‬
‫• ﺗﺣﺳﻥ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻳﺷﺔ ﻓﻰ ﻣﻧﻁﻘﺔ ﻣﻌﻳﻧﺔ ﻧﺗﻳﺟﺔ ﻟﺑﺭﺍﻣﺞ ﺍﻟﺗﻧﻣﻳﺔ ﺍﻟﻣﺣﻠﻳﺔ ﺑﻬﺎ‬
‫• ﺗﺣﺳﻥ ﺍﻟﺣﺎﻟﺔ ﺍﻟﺻﺣﻳﺔ ﻟﻠﺳﻛﺎﻥ ﻓﻲ ﻣﻧﻁﻘﺔ ﻣﻌﻳﻧﺔ ﻧﺗﻳﺟﺔ ﺍﻟﺑﺭﺍﻣﺞ ﺍﻟﺻﺣﻳﺔ ﻭ ﺍﻟﺭﻋﺎﻳﺔ‬
‫ﺍﻷﺟﺗﻣﺎﻋﻳﺔ ﺑﻬﺎ‪.‬‬
 ‫ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻧﺗﺎﺋﺞ‬
‫‪Results Based Management‬‬

‫)‪Egypt Civil Society Support Program (ECSS‬‬

‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬
‫ﺍﻟﻣﻣﻭﻝ ﻣﻥ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻻﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ‬
‫ﺃﻛﺗﻭﺑﺭ ‪ – 2010‬ﺳﺑﺗﻣﺑﺭ ‪2013‬‬
 ‫ﻣﻧﻬﺞ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻧﺗﺎﺋﺞ‬
‫ﻫﻭ ﺍﺗﺟﺎﻩ ﺇﺩﺍﺭﻱ ﻳﻬﺩﻑ ﺇﻟﻰ ﺗﺣﺳﻳﻥ ﻓﺎﻋﻠﻳﺔ ﻭﻛﻔﺎءﺓ ﺍﻷﺩﺍء ﺧﺎﺻﺔ ﻓﻲ ﺗﻧﻔﻳﺫ ﺍﻟﺑﺭﺍﻣﺞ‬
‫ﻭﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﺍﻟﺗﻧﻣﻭﻳﺔ ﻋﻥ ﻁﺭﻳﻕ‪:‬‬
‫ﺗﺣﺩﻳﺩ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻭﻗﻌﺔ ﻣﻥ ﺗﻧﻔﻳﺫ ﺍﻟﺑﺭﻧﺎﻣﺞ ﺃﻭ ﺍﻟﻣﺷﺭﻭﻉ ﺑﻧﺎءﺍً ﻋﻠﻰ ﺍﻷﻫﺩﺍﻑ‬ ‫•‬
‫ﺍﻟﻣﻭﺿﻭﻋﺔ ﺃﺛﻧﺎء ﻋﻣﻠﻳﺔ ﺍﻟﺗﺧﻁﻳﻁ‪.‬‬
‫ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺣﺩﺩﺓ ﻭﺍﻗﻌﻳﺔ ﺑﺣﻳﺙ ﻳﻣﻛﻥ ﺗﺣﻘﻳﻘﻬﺎ ﻣﻥ ﺧﻼﻝ ﺍﻹﻣﻛﺎﻧﻳﺎﺕ‬ ‫•‬
‫ﻭﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺗﺎﺣﺔ‪.‬‬
‫ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﻭﻗﻌﺔ ﺿﻣﻥ ﺍﻫﺗﻣﺎﻣﺎﺕ ﺍﻟﻣﻧﻅﻣﺔ ﺃﻭ ﺍﻟﺟﻣﻌﻳﺔ‪.‬‬ ‫•‬
‫ﻳﺟﺏ ﺍﻟﺗﺄﻛﺩ ﻣﻥ ﺃﻥ ﻛﻝ ﺍﻟﻣﺩﺧﻼﺕ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﻭﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ ﺗﺳﺎﻫﻡ ﻓﻲ ﺗﺣﻘﻳﻕ‬ ‫•‬
‫ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬
‫ﻳﺟﺏ ﻣﺗﺎﺑﻌﺔ ﻭﻗﻳﺎﺱ ﻣﺩﻯ ﺍﻟﺗﻘﺩﻡ ﻓﻲ ﺗﺣﻘﻳﻕ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬ ‫•‬
 ‫ﺍﻟﺭﻛﺎﺋﺯ ﺍﻷﺳﺎﺳﻳﺔ ﻟﻠﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻭﻳﻡ ﺑﺎﻟﻧﺗﺎﺋﺞ‬

‫• ﺗﺣﺩﻳﺩ ﻧﺗﺎﺋﺞ ﻣﺣﺩﺩﺓ )ﺇﻁﺎﺭ ﺍﻟﻧﺗﺎﺋﺞ ‪(Result Framework‬‬

‫• ﻣﺗﺎﺑﻌﺔ ﻫﺫﻩ ﺍﻟﻧﺗﺎﺋﺞ )ﺃﻭ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﺩﺍﻟﺔ ﻋﻠﻳﻬﺎ( ﺑﺻﻔﺔ ﻣﺳﺗﻣﺭﺓ ﻭﻭﺿﻊ ﻋﻼﻣﺎﺕ‬
‫ﻟﻠﺗﻘﺩﻡ ﻧﺣﻭ ﺗﺣﻘﻳﻘﻬﺎ‪.‬‬
‫• ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻟﺗﺄﺛﻳﺭﺍﺕ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﺗﻧﻣﻭﻳﺔ ﻓﻲ ﺣﻳﺎﺓ ﺍﻟﻧﺎﺱ‬
‫ﺃﻛﺛﺭ ﻣﻥ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﺍﻷﻧﺷﻁﺔ ﻭ ﺍﻟﻌﻣﻠﻳﺎﺕ‪.‬‬
 ‫ﻟﻣﺎﺫﺍ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ‬

‫ﺗﻭﺟﻳﻪ ﺍﻟﻌﺎﻣﻠﻳﻥ ﻋﻠﻰ ﻛﺎﻓﺔ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﻭ ﻛﺫﻟﻙ ﺍﻷﻧﻅﻣﺔ ﺍﻹﺩﺍﺭﻳﺔ ﻟﻼﻫﺗﻣﺎﻡ ﺑﺎﻟﻧﺗﺎﺋﺞ‬ ‫•‬
‫ﺃﻛﺛﺭ ﻣﻥ ﺍﻷﻧﺷﻁﺔ‬
‫ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﺧﻁﻳﻁ ﺗﺭﻛﺯ ﻋﻠﻰ ﺍﻻﺭﺗﺑﺎﻁ ﺍﻻﺳﺗﺭﺍﺗﻳﺟﻲ ﺑﻳﻥ ﺍﻟﺳﺑﺏ ﻭﺍﻟﻧﺗﻳﺟﺔ‬ ‫•‬
‫ﻋﻣﻠﻳﺎﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺗﺗﺑﻊ ﺍﻟﺗﻘﺩﻡ ﻧﺣﻭ ﺗﺣﻘﻳﻕ ﺍﻟﻧﺗﺎﺋﺞ‬ ‫•‬
‫ﺗﻳﺳﻳﺭ ﺗﻘﺩﻳﻡ ﺍﻟﺗﻘﺎﺭﻳﺭ ﻋﻥ ﺍﻷﺩﺍء ﻭ ﺑﺎﻟﺗﺎﻟﻲ ﺗﺣﺳﻳﻥ ﻧﻅﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﻓﻘﺎ ﻟﻠﻣﺳﺋﻭﻟﻳﺎﺕ‬ ‫•‬
‫ﺍﻟﻣﺣﺩﺩﺓ ﻟﻔﺭﻳﻕ ﺍﻟﻌﻣﻝ‬
 ‫ﺁﺛﺎﺭ ﻏﻳﺎﺏ ﻋﻣﻠﻳﺎﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻭﻳﻡ ﺑﺎﻟﻧﺗﺎﺋﺞ‬

‫• ﺍﻟﺧﻁﻁ ﺍﻟﻣﺻﻣﻣﺔ ﻻ ﺗﻘﺩﻡ ﺍﺭﺗﺑﺎﻁ ﻭﺍﺿﺢ ﺑﻳﻥ ﻣﺎ ﺃﻧﺟﺯﻧﺎﻩ ﺑﻣﺎ ﻧﺭﻳﺩ ﺗﺣﻘﻳﻘﻪ‬
‫• ﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﻧﻔﺫﻩ ﻻ ﺗﺳﺎﻫﻡ ﺑﺎﻟﺿﺭﻭﺭﺓ ﻓﻰ ﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ ﺍﻟﺭﺋﻳﺳﻲ‬
‫• ﻗﻠﺔ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻛﻳﻔﻳﺔ ﺍﻟﻣﺟﻣﻌﺔ‪ ،‬ﻭﺣﺗﻲ ﻓﻰ ﺣﺎﻟﺔ ﺟﻣﻊ ﺑﻳﺎﻧﺎﺕ ﻛﻳﻔﻳﺔ ﻓﺈﻧﻬﺎ ﻻ ﺗﺳﺗﺧﺩﻡ ﻓﻰ‬
‫ﺍﺗﺧﺎﺫ ﻗﺭﺍﺭﺍﺕ ﺑﺷﺄﻥ ﺍﻷﻧﺷﻁﺔ ﺃﻭ ﺍﻟﻧﺗﺎﺋﺞ‬
 ‫ﺷﺎﺭﻙ ﺑﺭﺃﻳﻙ‬

‫• ﻓﻰ ﺿﻭء ﺧﺑﺭﺍﺗﻙ ﺍﻟﻌﻣﻠﻳﺔ‪ ،‬ﻫﻝ ﻳﻣﻛﻥ ﺗﺣﻘﻳﻕ ﻣﺑﺎﺩﺉ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻧﺗﺎﺋﺞ ﻓﻰ ﻣﺷﺭﻭﻋﻙ؟‬
‫ﻭﻛﻳﻑ‪.‬‬

‫• ﻣﺎ ﻫﻲ ﺍﻫﻡ ﺍﻟﻣﻌﻭﻗﺎﺕ ﺍﻟﺗﻲ ﻗﺩ ﺗﻭﺍﺟﻪ ﺗﻁﺑﻳﻕ ﻫﺫﺍ ﺍﻻﺗﺟﺎﻩ ﺍﻹﺩﺍﺭﻱ؟‬

 ‫ﺧﻁﻭﺍﺕ ﻋﻣﻠﻳﺎﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻭﻳﻡ‬
‫ﺍﻟﻣﺭﺗﻛﺯﺓ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ‬

‫‪1.‬‬ ‫‪2.‬‬ ‫‪3.‬‬

‫ﺗﺤﺪﻳﺪ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺗﺤﺪﻳﺪ ﻣﺆﺷﺮﺍﺕ ﺍﻷﺩﺍء‬ ‫ﺗﺼﻤﻴﻢ ﺧﻄﺔ ﻣﺘﺎﺑﻌﺔ ﺍﻷﺩﺍء‬

‫‪4.‬‬ ‫‪5.‬‬ ‫‪6.‬‬

‫ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ) ﺍﻟﻤﺘﺎﺑﻌﺔ(‬ ‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺘﻘﻮﻳﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫) ﺻﻴﺎﻏﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ(‬ ‫ﻓﻰ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
 ‫‪1.‬‬
‫ﺗﺤﺪﻳﺪ ﺍﻟﻨﺘﺎﺋﺞ‬

‫ﺍﻟﺧﻁﻭﺓ ﺍﻷﻭﻟﻲ‬

‫ﺩﺍﺋﻣﺎ ً ﻣﺎ ﺗﻭﺿﻊ ﺍﻟﻧﺗﺎﺋﺞ ) ﺃﻭ ﺍﻷﻫﺩﺍﻑ( ﻓﻰ‬

‫ﻧﻣﻭﺫﺝ ﺇﻁﺎﺭ ﻣﻧﻁﻘﻲ‬
‫ﻫﺫﻩ ﺍﻟﺧﻁﻭﺓ ﺗﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺳﺑﺑﻳﺔ ﻟﻠﻧﺗﺎﺋﺞ ‪ if… then‬ﻛﻣﺎ ﺗﺧﻠﻕ ﻗﻳﻣﺔ ﻋﺎﻟﻳﺔ ﻟﻺﺩﺍﺭﺓ‬
 ‫‪2.‬‬
‫ﺗﺤﺪﻳﺪ ﻣﺆﺷﺮﺍﺕ ﺍﻷﺩﺍء‬

‫ﺍﻟﺧﻁﻭﺓ ﺍﻟﺛﺎﻧﻳﺔ‬

‫• ﺗﺧﺿﻊ ﻣﺅﺷﺭﺍﺕ ﺍﻷﺩﺍء ﻟﻣﺟﻣﻭﻋﺔ ﻣﻥ ﺍﻟﻣﻌﺎﻳﻳﺭ‬

‫ﻣﺑﺎﺷﺭﺓ‬
‫ﻣﻭﺿﻭﻋﻳﺔ‬
‫ﻣﻼﺋﻣﺔ‬
‫ﻋﻣﻠﻳﺔ‬
 ‫‪3.‬‬
‫ﺗﺼﻤﻴﻢ ﺧﻄﺔ ﻣﺘﺎﺑﻌﺔ ﺍﻷﺩﺍء‬

‫ﺍﻟﺧﻁﻭﺓ ﺍﻟﺛﺎﻟﺛﺔ‬

‫ﺗﺳﺎﻋﺩ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء ﻋﻠﻰ‪:‬‬ ‫•‬

‫ﺗﺳﻬﻳﻝ ﺗﺟﻣﻳﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻣﻘﺎﺭﻧﺔ‬
‫ﺟﻣﻊ‬ ‫ﻣﺭﺍﺕ‬ ‫ﻋﺩﺩ‬ ‫ﻛﻡ‬ ‫ﻭﺗﺣﻠﻳﻝ ﻣﻥ ﺳﻳﻘﻭﻡ ﺑﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ؟‬ ‫ﺟﻣﻊ‬ ‫ﻁﺭﻳﻘﺔ‬ ‫ﻣﺻﺩﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫ﺍﻟﺗﻌﺭﻳﻑ ﻭﻭﺣﺩﺓ ﺍﻟﻘﻳﺎﺱ‬ ‫ﺍﻟﻣﺅﺷﺭ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ؟ ﻓﻲ ﺃﻱ ﺷﻬﺭ؟‬

‫ﺳﺟﻝ ﻓﻲ ﻫﺫﺍ ﺍﻟﻌﻣﻭﺩ ﻋﺩﺩ‬ ‫ﻣﺎ ﺇﺳﻡ ﺍﻟﺷﺧﺹ ﻣﻥ ﺑﻳﻥ‬

‫ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺍﻟﻬﺩﻑ‪ :‬ﺍﻛﺗﺏ ﻫﻧﺎ ﺑﻳﺎﻥ ﺑﻬﺩﻑ ﺍﻟﻣﺷﺭﻭﻉ‪ .‬ﺗﺎﺑﻊ ﺗﻭﺛﻳﻕ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻘﻳﺎﺱ ﻛﻝ ﻣﺧﺭﺝ ﻭﻛﻝ ﻧﺗﻳﺟﺔ ﻓﻲ ﺳﺟﻝ ﺇﺿﺎﻓﻲ‪.‬‬

‫ﺇﺫﺍ ﻛﻧﺕ ﺳﺗﺣﺻﻝ ﻋﻠﻰ‬ ‫ﻋﻠﻳﻙ ﺑﺗﻭﺛﻳﻕ ﻣﻭﻋﺩ ﺟﻣﻊ‬ ‫ﺍﻟﺗﻌﺭﻳﻑ‪ :‬ﻗﻡ ﺑﺈﺩﺭﺍﺝ‬ ‫ﺍﻛﺗﺏ ﺇﺳﻡ ﺍﻟﻣﺅﺷﺭ ﺍﻟﺫﻱ‬
‫•‬
‫ﺇﺩﺍﺭﺓ ﻋﻣﻠﻳﺎﺕ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺍﻟﻣﺭﺍﺕ ﺍﻟﺗﻲ ﺳﺗﺟﻣﻊ ﻓﻳﻬﺎ‬ ‫ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ ﺍﻟﻣﺳﺋﻭﻝ ﻋﻥ‬ ‫ﺑﻳﺎﻧﺎﺕ ﻫﺫﺍ ﺍﻟﻣﺅﺷﺭ ﻣﻥ‬ ‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﻟﻬﺫﺍ ﺍﻟﻣﺅﺷﺭ ﻓﻲ‬ ‫ﺍﻟﺗﻌﺭﻳﻑ ﺍﻟﻣﺳﺟﻝ ﻟﻬﺫﺍ‬ ‫ﺳﻳﺗﻡ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻓﻲ ﻗﻳﺎﺱ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺫﺍ‬
‫ﺍﻟﻣﺅﺷﺭ‪ .‬ﺑﺻﻭﺭﺓ ﺭﺑﻊ‬
‫ﺳﻧﻭﻳﺔ؟ ﻧﺻﻑ ﺳﻧﻭﻳﺔ؟‬
‫ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺫﺍ‬
‫ﺍﻟﻣﺅﺷﺭ؟ ﺃﺫﻛﺭ ﺍﻷﺳﻣﺎء ﻓﻲ‬
‫ﻫﺫﺍ ﺍﻟﻌﻣﻭﺩ‪ ،‬ﻭﺗﺫﻛﺭ ﺃﻥ ﻣﻥ‬
‫ﻫﺫﺍ ﺍﻟﻌﻣﻭﺩ‪ .‬ﻣﺛﺎﻻ ﻋﻠﻰ ﺫﻟﻙ‪ ،‬ﻣﺻﺩﺭ ﻣﻭﺟﻭﺩ ﺑﺎﻟﻔﻌﻝ‪،‬‬
‫ﻋﻠﻳﻙ ﺑﺳﺟﻳﻝ ﻛﻳﻑ ﺳﺗﺣﺻﻝ‬
‫ﻋﻠﻰ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻓﻌﻼً‪ .‬ﻫﻝ‬
‫ﻣﻛﺗﺏ ﺍﻹﺣﺻﺎءﺍﺕ ﺑﻭﺯﺍﺭﺓ‬
‫ﺍﻟﺯﺭﺍﻋﺔ‪ ،‬ﺍﻟﺗﻘﺭﻳﺭ ﺍﻟﺳﻧﻭﻱ‬
‫ﺍﻟﻣﺅﺷﺭ ﺣﺗﻰ ﻻ ﻳﻛﻭﻥ ﻫﻧﺎﻙ‬
‫ﺗﺳﺎﺅﻝ ﺣﻭﻝ ﻣﻌﻧﻰ ﺍﻟﻣﺅﺷﺭ‪.‬‬
‫ﻭﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﺗﻌﺭﻳﻑ‬
‫ﺍﻟﻬﺩﻑ‪.‬‬
‫•‬
‫ﻓﻲ ﻫﺫﺍ ﺍﻟﻌﻣﻭﺩ ﺗﺎﺑﻊ ﻋﻣﻝ‬

‫ﻋﺭﺽ ﺗﺣﻠﻳﻠﻲ ﻟﻣﺅﺷﺭﺍﺕ ﺍﻷﺩﺍء‬

‫ﺳﻧﻭﻳﺔ؟ ﺑﻧﻬﺎﻳﺔ ﻛﻝ ﻋﺎﻡ‬ ‫ﺍﻟﺿﺭﻭﺭﻱ ﺗﺛﺑﻳﺕ‬ ‫ﻋﻠﻳﻙ ﺍﻟﺗﻭﺟﻪ ﺇﻟﻰ ﻣﻛﺗﺏ‬ ‫ﺣﻭﻝ ﺍﻟﺻﺎﺩﺭﺍﺕ ﺍﻟﺯﺭﺍﻋﻳﺔ‪.‬‬ ‫ﺍﻟﻣﺅﺷﺭ ﻭﺍﺿﺣﺎ ﺑﺣﻳﺙ ﺃﻥ‬ ‫ﺫﻟﻙ ﻟﻛﻝ ﻣﺅﺷﺭ‬
‫ﻣﺎﻟﻲ ﺣﻛﻭﻣﻲ؟‬ ‫ﺍﻟﻣﺳﺋﻭﻟﻳﺎﺕ ﻋﻥ ﻫﺫﻩ‬
‫ﺍﻟﻣﻬﻣﺔ‪.‬‬
‫ﻣﻌﻳﻥ؟ ﻫﻝ ﻳﻣﻛﻥ ﺃﻥ ﺗﺭﺳﻝ‬
‫ﺭﺳﺎﻟﺔ ﺍﻟﻛﺗﺭﻭﻧﻳﺔ ﻟﻁﻠﺏ‬
‫ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﺩﻗﻳﻘﺎ ً ﻟﻠﻐﺎﻳﺔ‬
‫ﺣﺗﻰ ﺗﺣﺩﺩ ﻣﺻﺎﺩﺭ ﺟﻣﻊ‬
‫ﻛﻝ ﻓﺭﺩ ﻓﻲ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ‬
‫ﻭﺍﻟﺷﺭﻛﺎء ﻳﻔﻬﻡ ﻣﺎ ﻳﻌﻧﻳﻪ‬
‫•‬
‫ﺍﻟﻭﺛﻳﻘﺔ ﺃﻭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻋﻠﻰ ﺃﻥ‬ ‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﻓﻲ ﻛﻝ ﻣﺭﺓ ﺗﺣﺗﺎﺝ‬ ‫ﻭﺍﻟﻧﻭﻉ ﺍﻟﻣﺣﺩﺩ ﻣﻥ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺗﺭﺳﻝ ﺍﻟﻳﻙ ﺍﻹﺟﺎﺑﺔ‬ ‫ﻟﺟﻣﻌﻬﺎ‪ .‬ﺇﺳﺗﺧﺩﻡ ﻧﻔﺱ‬ ‫ﺍﻟﺗﻲ ﻳﻧﺑﻐﻲ ﺟﻣﻌﻬﺎ ﻓﻳﻣﺎ‬

‫ﻛﻣﺎ ﻳﺟﺏ ﺃﻳﺿﺎ ﺗﺳﺟﻳﻝ‬ ‫ﺍﻟﻛﺗﺭﻭﻧﻳﺎ؟ ﺇﺫﺍ ﻟﻡ ﻳﻛﻥ ﻫﻧﺎﻙ‬ ‫ﺍﻟﻣﺻﺩﺭ ﻛﻝ ﻣﺭﻩ ﻁﻭﺍﻝ ﻓﺗﺭﺓ‬ ‫ﻳﺗﻌﻠﻕ ﺑﻬﺫﺍ ﺍﻟﻣﺅﺷﺭ‪.‬‬

‫ﺍﻟﺷﻬﺭ ﺍﻟﺫﻱ ﺳﻳﻛﻭﻥ ﻋﻠﻳﻙ‬ ‫ﻣﺻﺩﺭﺍ ﻗﺎﺋﻣﺎ ﻟﻠﺑﻳﺎﻧﺎﺕ‬ ‫ﺣﻳﺎﺓ ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻓﻳﻪ‪ .‬ﻭﻳﺟﺏ‬ ‫ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻣﺅﺷﺭ‪ ،‬ﻗﻡ‬

‫ﻭﺿﻊ ﺟﺩﻭﻝ ﺯﻣﻧﻲ ﺑﺎﻟﻭﻗﺕ‬ ‫ﺑﺗﺳﺟﻳﻝ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ ﺗﻌﺗﺯﻡ‬

‫ﻹﻋﺩﺍﺩ ﻭﺗﻘﺩﻳﻡ ﺗﻘﺎﺭﻳﺭ ﺗﻘﺩﻡ‬ ‫ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﻲ ﺟﻣﻊ‬ ‫ﺍﻟﻔﺻﻝ ﺃﻭ ﺍﻟﺗﻘﺳﻳﻡ ﺇﻟﻰ‬

‫ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬ ‫ﺍﻟﺑﻳﺎﻧﺎﺕ‪ .‬ﻫﻝ ﺳﺗﻘﻭﻡ ﺑﺎﺟﺭﺍء‬ ‫ﻓﺋﺎﺕ‪ :‬ﻋﻠﻳﻙ ﺃﻥ ﺗﺳﺟﻝ ﻣﺎ‬
‫ﻣﺳﺢ؟ ﻫﻝ ﺳﺗﺟﺭﻱ ﻣﻘﺎﺑﻠﺔ‬ ‫ﺇﺫﺍ ﻛﻧﺕ ﺗﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻟﻬﺫﺍ‬
‫ﻣﻊ ﺃﺷﺧﺎﺹ ﻣﻌﻳﻧﻳﻥ؟ ﻫﻝ‬ ‫ﺍﻟﻣﺅﺷﺭ ﻣﻧﻔﺻﻼً ﺣﺗﻰ ﺗﻘﻑ‬
‫ﺳﻳﻛﻭﻥ ﻋﻠﻳﻙ ﺗﺣﻠﻳﻝ ﻣﺎ‬ ‫ﻋﻠﻰ ﺍﻟﻔﺭﻕ ﺑﻳﻥ ﺍﻟﺫﻛﻭﺭ‬
‫ﺗﺟﻣﻌﻪ ﻣﻥ ﺑﻳﺎﻧﺎﺕ؟ ﻛﻳﻑ‬ ‫ﻭﺍﻹﻧﺎﺙ )ﺍﻟﻧﻭﻉ‬
‫ﺳﺗﻔﻌﻝ ﺫﻟﻙ؟ ﻫﻝ ﺑﺎﻟﻌﺩ‪/‬‬ ‫ﺍﻹﺟﺗﻣﺎﻋﻲ(‪ ،‬ﺃﻭ ﺍﻟﻔﺋﺔ‬
‫ﺍﻹﺣﺻﺎء ﺍﻟﻌﺩﺩﻱ ﺃﻡ ﺑﺣﺳﺎﺏ‬ ‫ﺍﻟﻌﻣﺭﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﻣﻭﻗﻊ‪ ،‬ﺍﻟﺦ‪.‬‬
‫ﺍﻟﻣﺗﻭﺳﻁ؟‬
 ‫‪4.‬‬
‫ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ) ﺍﻟﻤﺘﺎﺑﻌﺔ(‬

‫ﺍﻟﺧﻁﻭﺓ ﺍﻟﺭﺍﺑﻌﺔ‬

‫ﺗﺣﺩﻳﺩ ﺍﻷﺩﻭﺍﺕ ﺍﻟﻣﻧﺎﺳﺑﺔ ﻟﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫•‬

‫ﺇﻋﺩﺍﺩ ﻧﻣﺎﺫﺝ ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ‬ ‫•‬
‫ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻷﻭﻟﻳﺔ ﺍﻟﻧﺎﺟﻣﺔ ﻋﻥ ﻣﺗﺎﺑﻌﺔ ﺃﻧﺷﻁﺔ ﺍﻟﺑﺭﻧﺎﻣﺞ‬ ‫•‬
‫ﺗﺣﺩﻳﺩ ﻣﺻﺎﺩﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺛﺎﻧﻭﻳﺔ‬ ‫•‬
 ‫‪5.‬‬
‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫) ﺻﻴﺎﻏﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ(‬

‫ﺍﻟﺧﻁﻭﺓ ﺍﻟﺧﺎﻣﺳﺔ‬

‫• ﻫﻧﺎﻙ ﺍﻟﻌﺩﻳﺩ ﻣﻥ ﺍﻟﻭﺳﺎﺋﻝ ﻭﺍﻵﻟﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺳﺎﻋﺩ ﻋﻠﻰ ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪ ،‬ﺳﻭﺍء ﻳﺩﻭﻳﺎ ً ﺃﻭ‬
‫ﺍﻟﻛﺗﺭﻭﻧﻳﺎ ً‬
‫‪Actual‬‬

‫‪Expected‬‬

‫‪Baseline‬‬ ‫‪Year 3‬‬

 ‫‪6.‬‬
‫ﺍﻟﺘﻘﻮﻳﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻓﻰ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‬

‫ﺍﻟﺧﻁﻭﺓ ﺍﻟﺳﺎﺩﺳﺔ‬

‫• ﻋﺎﺩﺓ ﻣﺎ ﻳﻣﺩﻧﺎ ﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺑﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻓﻳﺔ ﻋﻥ ﻣﻌﺩﻻﺕ ﺍﻷﺩﺍء – ﻣﻘﺎﺭﻧﺔ ﻧﺳﺏ‬
‫ﺍﻹﻧﺟﺎﺯ ﺑﺎﻟﻣﺧﻁﻁ – ﺗﺣﺩﻳﺩ ﺳﺑﺏ ﺗﺣﻘﻳﻕ ﻋﺩﻻﺕ ﺃﻋﻠﻲ ﺃﻭ ﺃﻗﻝ ﻣﻥ ﺍﻟﻣﺗﻭﻗﻊ‬
‫• ﺗﺳﺎﻋﺩﺏ ﻫﺫﻩ ﺍﻟﺧﻁﻭﺓ ﺍﻷﺧﻳﺭﺓ ﻋﻠﻰ ﺍﺗﺧﺎﺫ ﻗﺭﺍﺭﺍﺕ ﻭﺃﻓﻌﺎﻝ ﻣﺑﻧﻳﺔ ﻋﻠﻰ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‬
‫‪Info based‬‬
 ‫ﺧﻁﻭﺍﺕ ﻋﻣﻠﻳﺎﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻭﻳﻡ‬
‫ﺍﻟﻣﺭﺗﻛﺯﺓ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ‬

‫‪1.‬‬ ‫‪2.‬‬ ‫‪3.‬‬

‫ﺗﺤﺪﻳﺪ ﺍﻟﻨﺘﺎﺋﺞ‬ ‫ﺗﺤﺪﻳﺪ ﻣﺆﺷﺮﺍﺕ ﺍﻷﺩﺍء‬ ‫ﺗﺼﻤﻴﻢ ﺧﻄﺔ ﻣﺘﺎﺑﻌﺔ ﺍﻷﺩﺍء‬

‫‪4.‬‬ ‫‪5.‬‬ ‫‪6.‬‬

‫ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ) ﺍﻟﻤﺘﺎﺑﻌﺔ(‬ ‫ﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﺍﻟﺘﻘﻮﻳﻢ ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫) ﺻﻴﺎﻏﺔ ﺍﻟﺘﻘﺎﺭﻳﺮ(‬ ‫ﻓﻰ ﺍﺗﺨﺎﺫ ﺍﻟﻘﺮﺍﺭ‬
‫ﺃﻳﻥ ﺗﻛﻣﻥ ﺃﻫﻣﻳﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﻓﻰ ﻣﻧﻬﺟﻳﺔ ﺍﻹﺩﺍﺭﺓ ﺑﺎﻟﻧﺗﺎﺋﺞ؟‬
‫ﺍﻟﺗﺧﻁﻳﻁ‬ ‫•‬
‫ﺍﻟﻣﺗﺎﺑﻌﺔ‬ ‫•‬
‫ﺍﻟﺗﻘﻭﻳﻡ‬ ‫•‬
‫ﻭ ﺍﻟﺗﻘﺎﺭﻳﺭ‬ ‫•‬
‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﻳﻳﺳﺭ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﺧﻁﻳﻁ‬

Activity 1 Activity 3 Activity 4 Activity 6

Activity 2 Activity 5 Activity 7
‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﻳﺳﺎﻋﺩ ﻋﻠﻰ ﺗﻭﻓﻳﺭ ﺑﻳﺎﻧﺎﺕ ﻣﺗﺎﺑﻌﺔ‬
‫ﺗﻣﻛﻥ ﻣﻥ ﺍﺗﺧﺎﺫ ﻗﺭﺍﺭﺍﺕ ﺗﻧﻔﻳﺫﻳﺔ‬

‫‪Performance is at or‬‬ ‫‪Performance is‬‬

‫‪above expectation‬‬ ‫‪below expectation‬‬
‫• ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﻳﻌﻧﻲ ﺃﻥ ﺍﻟﺗﻘﻳﻳﻡ ﻳﺳﺗﻁﻳﻊ ﺃﻥ ﻳﻭﺿﺢ ﻣﺎ ﺗﻡ ﻭﻛﻳﻑ ﺗﻡ ﺇﻧﺟﺎﺯﻩ‬
‫• ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﻳﻌﻧﻲ ﺃﻥ ﺍﻟﺗﻘﺎﺭﻳﺭ ﻻﺑﺩ ﻭﺃﻥ ﺗﻛﻭﻥ ﻣﻔﻳﺩﺓ ﻟﻣﺗﺧﺫﻱ ﺍﻟﻘﺭﺍﺭ‬
 ‫ﺑﻧﺎء ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭ ﺍﻟﺗﻘﻳﻳﻡ‬
‫ﺗﺣﻠﻳﻝ ﺍﻟﻣﺷﻛﻠﺔ‬

‫‪Egypt Civil Society Support Program‬‬

‫)‪(ECSS‬‬
‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬
‫ﺍﻟﻣﻣﻭﻝ ﻣﻥ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻻﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ‬
‫ﺃﻛﺗﻭﺑﺭ ‪ – 2010‬ﺳﺑﺗﻣﺑﺭ ‪2013‬‬
 ‫ﺷﺟﺭﺓ ﺍﻟﻣﺷﻛﻠﺔ‬

‫ﻫﻰ ﺃﺩﺍﺓ ﻟﻠﺗﺧﻁﻳﻁ ﻟﺗﺣﻠﻳﻝ ﺍﻟﻣﺷﻛﻠﺔ ﺫﺍﺕ ﺍﻻﻭﻟﻭﻳﺔ ﺍﻟﺗﻰ ﻳﻭﺍﺟﻬﻬﺎ ﺍﻟﻣﺟﺗﻣﻊ‬
‫ﻟﺗﺣﺩﻳﺩ ﺍﺳﺑﺎﺑﻬﺎ ﻭﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﺭﺗﺑﺔ ﻋﻠﻳﻬﺎ ﻭﺗﺭﺳﻡ ﻭﺗﻭﺿﺢ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺗﺭﺍﺑﻁﻳﺔ‬
‫ﻟﺗﻠﻙ ﺍﻻﺳﺑﺎﺏ ﻭﺍﻟﻧﺗﺎﺋﺞ ﻭﻫﻰ ﺧﻁﻭﺓ ﺍﻭﻟﻰ ﻻﻋﺩﺍﺩ ﺍﻻﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ ﻟﻠﻣﺷﺭﻭﻉ‬

‫‪2‬‬
 ‫ﺍﻟﻐﺭﺽ‬
‫• ﺗﺳﺗﺧﺩﻡ ﺃﺩﺍﺓ ﺗﺣﻠﻳﻝ ﺍﻟﻣﺷﻛﻠﺔ ﻟﺗﺣﺩﻳﺩ ﺍﻟﻌﻼﻗﺔ ﺑﻳﻥ ﺍﻟﻣﺳﺑﺑﺎﺕ ﻭﺍﻵﺛﺎﺭ‬
‫ﺍﻟﻧﺎﺟﻣﺔ ﻋﻥ ﻣﺷﻛﻠﺔ ﺭﺋﻳﺳﻳﺔ ﻳﻌﺎﻧﻰ ﻣﻧﻬﺎ ﺍﻟﻣﺟﺗﻣﻊ‪.‬‬

‫• ﻳﺗﻡ ﻋﻣﻝ ﺗﺣﻠﻳﻝ ﺍﻟﻣﺷﻛﻠﺔ ﺑﻌﺩ ﺃﻥ ﻳﺗﻡ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺍﻟﻣﺷﺎﻛﻝ ﻭ ﻳﺗﻡ‬
‫ﺗﺣﺩﻳﺩ ﺃﻭﻟﻭﻳﺎﺗﻬﺎ ﻓﻲ ﻣﺟﺗﻣﻊ ﻣﺎ‪.‬‬

‫‪3‬‬
 ‫ﺧﻁﻭﺍﺕ ﺗﺣﻠﻳﻝ ﺍﻟﻣﺷﻛﻠﺔ‬
‫ﻣﻧﺎﻗﺷﺔ ﻣﻔﺗﻭﺣﺔ ﺣﻭﻝ ﺍﻭﻟﻭﻳﺎﺕ ﺍﻟﻣﺷﻛﻼﺕ ﺍﻟﺗﻰ ﻳﻌﺎﻧﻰ ﻣﻧﻬﺎ ﺍﻟﻣﺟﺗﻣﻊ‬ ‫‪-‬‬
‫ﻭﺍﺧﺗﻳﺎﺭ ﺍﻟﻣﺷﻛﻠﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ‬
‫ﻣﻧﺎﻗﺷﺔ ﻭ ﻛﺗﺎﺑﺔ ﺍﻻﺳﺑﺎﺏ ﺍﻟﺗﻰ ﺍﺩﺕ ﻟﻅﻬﻭﺭ ﺗﻠﻙ ﺍﻟﻣﺷﻛﻠﺔ‪.‬‬ ‫‪-‬‬
‫ﺍﺳﺗﺑﻌﺎﺩ ﺍﻟﻣﺷﻛﻼﺕ ﺍﻟﻣﺗﺷﺎﺑﻬﺔ ﻭﻏﻳﺭ ﺫﻯ ﺍﺭﺗﺑﺎﻁ ‪.‬‬ ‫‪-‬‬
‫ﺗﺭﺗﻳﺏ ﺍﻟﻣﺷﻛﻼﺕ ﻭﻭﺿﻌﻬﺎ ﺑﺷﻛﻝ ﻣﺗﺭﺍﺑﻁ ﻁﺑﻘﺎ ﻟﻠﺳﺑﺏ ﻭﺍﻟﺗﺄﺛﻳﺭ‪.‬‬ ‫‪-‬‬
‫ﺗﺣﻠﻳﻝ ﺍﻻﺳﺑﺎﺏ ﻣﻥ ﻣﻧﻅﻭﺭ ﺣﻘﻭﻗﻰ‪.‬‬ ‫‪-‬‬

‫‪4‬‬
 ‫ﺍﻻﺛﺎﺭ‬ ‫ﺍﻻﻋﺭﺍﺽ‬

‫ﺍﻟﻧﺗﺎﺋﺞ‬

‫ﺍﻻﺳﺑﺎﺏ‬
‫ﺍﻻﺳﺑﺎﺏ‬
‫‪5‬‬
 ‫ﺍﻟﻧﻬﺞ ﺍﻟﺣﻘﻭﻗﻰ ﻓﻰ ﺍﻟﺗﻧﻣﻳﺔ‬
‫ﻫﻭ ﻣﻧﻬﺞ ﺗﻧﻣﻭﻯ ﻳﻌﺗﻣﺩ ﻋﻠﻰ ﺍﻟﺣﻘﻭﻕ ﺍﻻﻧﺳﺎﻧﻳﺔ ﺍﻟﺗﻰ ﺍﻗﺭﺗﻬﺎ ﺍﻻﺗﻔﺎﻗﻳﺎﺕ‬ ‫•‬
‫ﺍﻟﺩﻭﻟﻳﺔ ﻭﺍﻟﻘﻭﺍﻧﻳﻥ ﺍﻟﻣﺣﻠﻳﺔ ﻟﺗﻣﻛﻳﻥ ﺍﺻﺣﺎﺏ ﺍﻟﺣﻘﻭﻕ ﻣﻥ ﺍﻟﻣﻁﺎﻟﺑﺔ ﺑﺣﻘﻭﻗﻬﻡ‬
‫‪.‬‬
‫ﻣﺑﺎﺩﺉ ﺍﻟﻣﻧﻬﺞ ﺍﻟﺣﻘﻭﻗﻰ ‪:‬‬ ‫•‬
‫‪ -‬ﺍﻟﻣﺳﺎءﻟﺔ ﻭﺍﻟﻣﺣﺎﺳﺑﺔ‬ ‫ﺍﻟﺣﻘﻭﻕ ﻋﺎﻟﻣﻳﺔ‬ ‫‪-‬‬
‫‪ -‬ﺍﻟﻣﺷﺎﺭﻛﺔ‬ ‫ﻭﺣﺩﺓ ﻣﺗﻛﺎﻣﻠﺔ ﻻ ﺗﺗﺟﺯﺃ‬ ‫‪-‬‬
‫ﺍﻟﻣﺳﺎﻭﺍﺓ ﻭﻋﺩﻡ ﺍﻟﺗﻣﻳﻳﺯ ﻭﺍﻻﻫﺗﻣﺎﻡ ﺑﺎﻟﻔﺋﺎﺕ ﺍﻻﻛﺙ ﺗﻣﻳﻳﺯﺍ‬ ‫‪-‬‬
‫‪6‬‬
‫ﺣﻠﻘﺎﺕ ﺍﻟﻮﺻﻞ‪...‬‬
‫ﺍﻟﺳﻳﺎﺳﺎﺕ ﺍﻟﻌﺎﻣﺔ‬
‫ﺍﻟﺣﻕ‬ ‫ﺍﻟﻣﺳﺅﻭﻝ ﻋﻥ ﺗﺄﻣﻳﻥ‬
‫‪Public policy & legislation‬‬

‫‪Duty‬‬
‫ﺗﺄﻣﻳﻥ ﺍﻟﺣﻕ‬ ‫‪bearer‬ﻋﻥ‬
‫ﺍﻟﻣﺳﺅﻭﻝ‬
‫‪Duty bearer‬‬

‫‪Rights are:‬ﺍﻥ ﺍﻟﺣﻘﻭﻕ‪:‬‬

‫‪accountability‬‬

‫‪ Universal‬ﻋﺎﻟﻣﻳﺔ‬

‫ﺍﻟﻣﺷـﺎﺭﻛﺔ‬
‫‪participation‬‬
‫ﺍﻟﻣﺣﺎﺳـﺑﺔ‬

‫ﻳﻔﻲ‬ ‫‪ Indivisible‬ﻻ ﺗﺗﺟﺯﺃ‬

‫ﺑﻣﺳـﺅﻭﻟﻳﺗﻪ‬ ‫‪ Inalienable‬ﻏﻳﺭ ﻗﺎﺑﻠﺔ ﻟﻠﺗﺣﻭﻳﻝ‬
‫ﻳﻁﺎﻟﺏ‬
‫ﺗﺟﺎﻩ‬ ‫ﺑﺣﻘﻪ‬
‫ﻣﻥ‬

‫ﺻﺎﺣﺏ ﺍﻟﺣﻘﻭﻕ‬
‫‪Rights Holder‬‬
 ‫ﺗﺣﻠﻳﻝ ﺍﻟﻣﺷﻛﻠﺔ ﻁﺑﻘﺎ ﻟﻠﻣﻧﻬﺞ ﺍﻟﺣﻘﻭﻗﻰ‬
‫ﻣﺎ ﻣﺩﻯ ﺍﺭﺗﺑﺎﻁ ﺍﻟﻣﺷﻛﻠﺔ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺑﻘﺿﺎﻳﺎ ﺣﻘﻭﻕ ﺍﻻﻧﺳﺎﻥ ﻭﺍﻟﻣﻭﺍﺛﻳﻕ ﻭﺍﻟﻘﻭﺍﻧﻳﻥ‬
‫ﺍﻟﺩﻭﻟﻳﺔ ﻭﺍﻟﻣﺣﻠﻳﺔ ‪.‬‬

‫ﻳﺗﻡ ﺗﺻﻧﻳﻑ ﺍﺳﺑﺎﺏ ﺍﻟﻣﺷﻛﻠﺔ ﺍﻟﻰ ‪:‬‬

‫• ﺍﺳﺑﺎﺏ ﺗﺗﻌﻠﻕ ﺑﺻﺎﺣﺏ ﺍﻟﺣﻕ‬
‫• ﺍﺳﺑﺎﺏ ﺗﺗﻌﻠﻕ ﺑﺣﺎﻣﻝ ﺍﻟﺣﻕ‬

‫‪8‬‬
 ‫ﺗﺣﻠﻳﻝ ﺍﻟﻔﺟﻭﺍﺕ ﺍﻟﺣﻘﻭﻗﻳﺔ‬
‫ﺍﺳﺑﺎﺏ ﺗﺗﻌﻠﻕ ﺑﻛﺎﻓﻝ ﺍﻟﺣﻕ‬ ‫ﺍﺳﺑﺎﺏ ﺗﺗﻌﻠﻕ ﺑﺻﺎﺣﺏ ﺍﻟﺣﻕ‬ ‫ﺍﻟﻣﺷﻛﻠﺔ‬
‫ﺍﺣﺗﻳﺎﺟﺎﺕ‬ ‫ﻗﺩﺭﺍﺕ‬ ‫ﺍﺣﺗﻳﺎﺟﺎﺕ‬ ‫ﻗﺩﺭﺍﺕ‬

‫‪9‬‬
 ‫ﺍﻟﺗﻬﻣﻳﺵ ﺍﻻﺟﺗﻣﺎﻋﻰ‬

‫ﺍﻻﺛـــــــــــــــــــــﺎﺭ‬
‫ﻛﺛﺭﺓ ﺍﻻﻧﻔﺎﻕ ﻋﻠﻰ‬ ‫ﻭﺍﻻﻗﺗﺻﺎﺩﻯ ﻟﻠﻧﺳﺎء‬ ‫ﺿﻌﻑ ﺍﻟﻭﺿﻊ‬
‫ﺍﻟﻌﻼﺝ‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻰ ﻟﻠﻧﺳﺎء‬

‫ﺳﻭء ﺍﻟﺣﺎﻟﺔ‬ ‫ﺿﻌﻑ ﻣﺳﺎﻫﻣﺔ‬

‫ﺍﻟﺻﺣﻳﺔ ﻟﻼﺳﺭﺓ‬ ‫ﺍﻟﻧﺳﺎء ﻓﻰ ﻋﻣﻠﻳﺎﺕ‬
‫ﺍﻟﺗﻧﻣﻳﺔ‬
‫ﺍﺭﺗﻔﺎﻉ ﻧﺳﺑﺔ ﺍﻻﻣﻳﺔ‬ ‫ﺍﻟﻣﺷﻛﻠﺔ‬
‫ﺑﻳﻥ ﺍﻟﻧﺳﺎء‬ ‫ﺍﻟﺭﺋﻳﺳﻳﺔ‬

‫ﺍﺭﺗﻔﺎﻉ ﻧﺳﺑﺔ ﺗﺳﺭﺏ‬ ‫ﺍﻧﺧﻔﺎﺽ ﻭﻋﻰ‬

‫ﺍﻻﺳﺑـــــــــــــــــﺎﺏ‬
‫ﺍﻟﻔﺗﻳﺎﺕ ﻣﻥ ﺍﻟﺗﻌﻠﻳﻡ‬ ‫ﺍﻟﻣﺟﺗﻣﻊ ﺑﺄﻫﻣﻳﺔ‬
‫ﺍﻟﺗﻌﻠﻳﻡ‬

‫ﺳﻭء ﺍﻟﺣﺎﻟﺔ‬
‫ﺍﻟﻌﺎﺩﺍﺕ ﻭﺍﻟﺗﻘﺎﻟﻳﺩ‬ ‫ﺍﻟﺯﻭﺍﺝ‬ ‫ﻋﺩﻡ ﻭﺟﻭﺩ ﻣﺩﺍﺭﺱ‬
‫ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻟﻼﺳﺭ‬
‫ﺍﻟﻣﺑﻛﺭ‬ ‫ﺧﺎﺻﺔ ﺑﺎﻟﻔﺗﻳﺎﺕ‬
 ‫ﻣﺎﺫﺍ ﺑﻌﺩ ﺍﻟﺗﺣﻠﻳﻝ؟‬
‫• ﺗﺣﻭﻳﻝ ﺷﺟﺭﺓ ﺍﻟﻣﺷﻛﻠﺔ ﺍﻟﻰ ﺷﺟﺭﺓ ﻧﺗﺎﺋﺞ ﺗﻌﺑﺭ ﻋﻥ ﺍﻟﻭﺿﻊ ﺍﻻﻳﺟﺎﺑﻰ ﺍﻟﻣﺭﻏﻭﺏ‬
‫ﺍﻟﻭﺻﻭﻝ ﺍﻟﻳﻪ ‪.‬‬

‫• ﺗﺣﻭﻳﻝ ﺍﻻﺳﺑﺎﺏ ﻭﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺗﺭﺗﺑﺔ ﻋﻠﻰ ﺍﻟﻣﺷﻛﻠﺔ ﺇﻟﻰ ﻣﺧﺭﺟﺎﺕ ﻭﻧﺗﺎﺋﺞ‬

‫• ﻫﺫﻩ ﺍﻟﺧﻁﻭﺍﺕ ﺗﺗﻡ ﻭﻧﺣﻥ ﻧﺿﻊ ﻓﻲ ﺍﻻﻋﺗﺑﺎﺭ ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺗﺎﺣﺔ ) ﻣﺎﺩﻳﺔ ‪،‬‬
‫ﻟﻭﺟﺳﺗﻳﺔ ‪ ،‬ﺑﺷﺭﻳﺔ ‪ ،‬ﺯﻣﻧﻳﺔ ‪ ....‬ﺇﻟﺦ ( ﻭﺩﻭﺭ ﻭﻗﺩﺭﺍﺕ ﻛﻝ ﻁﺭﻑ ﻣﻥ ﺍﻷﻁﺭﺍﻑ‬
‫ﺫﺍﺕ ﺍﻟﺻﻠﺔ ﻭﺑﺫﻟﻙ ﺗﺗﺣﻭﻝ ﺷﺟﺭﺓ ﺍﻟﻣﺷﻛﻠﺔ ﺇﻟﻰ ﺷﺟﺭﺓ ‪ /‬ﺳﻠﺳﻠﺔ ﻧﺗﺎﺋﺞ ‪.‬‬
‫‪11‬‬
 ‫ﺍﻟﻧﺳﺎء ﻳﻠﻌﺑﻥ ﺩﻭﺭ‬ ‫ﺗﺣﺳﻥ ﺍﻟﻭﺿﻊ‬
‫ﺍﻧﺧﻔﺎﺽ ﻧﺳﺑﺔ ﺍﻻﻧﻔﺎﻕ‬ ‫ﻓﻌﺎﻝ ﻓﻰ ﺍﻟﺣﻳﺎﺓ‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻰ ﻟﻠﻧﺳﺎء‬
‫ﻋﻠﻰ ﺍﻟﻌﻼﺝ‬ ‫ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‬
‫ﻭﺍﻻﻗﺗﺻﺎﺩﻳﺔ‬ ‫ﺍﺭﺗﻔﺎﻉ ﻧﺳﺑﺔ ﻣﺳﺎﻫﻣﺔ‬
‫ﺍﻟﻧﺳﺎء ﻓﻰ ﻋﻣﻠﻳﺎﺕ ﺍﻟﺗﻧﻣﻳﺔ‬
‫ﺗﺣﺳﻥ ﺍﻟﺣﺎﻟﺔ‬
‫ﺍﻟﺻﺣﻳﺔ ﻟﻼﺳﺭ‬
‫ﺍﻧﺧﻔﺎﺽ ﻧﺳﺑﺔ ﺍﻻﻣﻳﺔ‬
‫ﺑﻳﻥ ﺍﻟﻧﺳﺎء‬

‫ﺍﻧﺧﻔﺎﺽ ﻧﺳﺑﺔ ﺗﺳﺭﺏ ﺍﻟﻔﺗﻳﺎﺕ‬

‫ﻣﻥ ﺍﻟﺗﻌﻠﻳﻡ‬

‫ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺳﺗﻬﺩﻑ‬
‫ﺍﻻﺳﺭ ﻟﺩﻳﻬﺎ ﺍﻟﻭﻋﻰ‬ ‫ﺗﺣﺳﻥ ﻓﺭﺹ‬ ‫ﻟﺩﻳﻪ ﺍﻟﻭﻋﻰ ﺑﺎﻫﻣﻳﺔ‬
‫ﺗﺣﺳﻥ ﺍﻟﺣﺎﻟﺔ‬
‫ﺑﺣﻘﻭﻕ ﺍﻟﻔﺗﻳﺎﺕ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ ﺍﻟﻣﺟﺗﻣﻌﻰ‬ ‫ﺍﻟﺗﻌﻠﻳﻡ‬
‫ﻭﺍﻟﺣﻛﻭﻣﻰ ﻟﻠﻔﺗﻳﺎﺕ‬ ‫ﺍﻻﻗﺗﺻﺎﺩﻳﺔ ﻟﻼﺳﺭ‬ ‫‪12‬‬
 ‫ﺣﺎﻟﺔ ﻟﻠﺩﺭﺍﺳﺔ‬
‫ﻣﺟﻣﻭﻋﺎﺕ ﻋﻣﻝ‬

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 ‫)‪Eg ypt Civil Society Support Project (ECSS‬‬

‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬

‫ﺃﻛﺗﻭﺑﺭ‪ -2010‬ﺳﺑﺗﻣﺑﺭ‪2013‬‬

‫ﺇﻥ ﺍﻵﺭﺍء ﻭ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻰ ﻳﺗﺿﻣﻧﻬﺎ ﻫﺫﺍ ﺍﻟﻌﺭﺽ ﻋﻠﻰ ﻣﺳﺋﻭﻟﻳﺔ ﺍﻟﻛﺎﺗﺏ ﻭﻻ ﻳﻌﻛﺱ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺁﺭﺍء‬
‫ﺍﻟﻭﻛﺎﻟﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ ﺃﻭ ﺍﻟﺣﻛﻭﻣﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ‬
‫ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‬
 ‫ﺗﻣﻬﻳﺩ‪:‬‬
‫• ﻋﻧﺩﻣﺎ ﺗﺳﻣﻊ ﺃﻥ ﻣﻌﺩﻝ ﻭﻓﻳﺎﺕ ﺍﻻﻣﻬﺎﺕ ﺃﺛﻧﺎء ﺍﻟﻭﻻﺩﺓ ﻗﺩ ﺍﻧﺧﻔﺽ‬
‫ﻣﻥ ‪ 12‬ﺣﺎﻟﺔ ﻓﻲ ﺍﻷﻟﻑ ﺇﻟﻰ ‪ 8‬ﺣﺎﻻﺕ ﻓﻲ ﺍﻷﻟﻑ ‪....‬ﻫﻝ‬
‫ﺗﺗﺳﺎءﻝ ﻛﻳﻑ ﺗﻡ ﺍﻟﻭﺻﻭﻝ ﺇﻟﻰ ﻫﺫﻩ ﺍﻟﻣﻌﻠﻭﻣﺔ‪.‬‬
 ‫ﺘﻌرﻴف اﻟﻤﺘﺎﺒﻌﺔ‬
‫ﻫﻲ ﻋﻣﻠﻳﺔ ﻣﻧﻅﻣﺔ ﻭﻣﺧﻁﻁﺔ ﻭﻣﺳﺗﻣﺭﺓ ‪ ،‬ﺗﺗﻡ ﺑﺻﻔﺔ ﺩﻭﺭﻳﺔ ﻭﻣﻧﺗﻅﻣﺔ ﻋﻠﻰ‬
‫ﻣﺩﺍﺭ ﻋﻣﺭ ﺍﻟﻣﺷﺭﻭﻉ ﻟﺟﻣﻊ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻋﻥ ﺗﺷﻐﻳﻝ ﻭﺇﻧﺟﺎﺯﺍﺕ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﻭﺗﺄﺛﻳﺭﺍﺗﻪ‪ ،‬ﺛﻡ ﺇﻋﺩﺍﺩﻫﺎ ﻭﺗﻭﺻﻳﻠﻬﺎ ﺇﻟﻰ ﺇﺩﺍﺭﺓ ﺍﻟﻣﺷﺭﻭﻉ ﺃﻭ ﻏﻳﺭﻫﺎ ﻣﻥ‬
‫ﺍﻟﺟﻬﺎﺕ ﺍﻟﻣﻌﻧﻳﺔ ﺑﻐﺭﺽ ﻣﺳﺎﻋﺩﺗﻬﻡ ﻋﻠﻰ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﻣﻧﺎﺳﺑﺔ‪.‬‬

‫ﻫﻲ ﻋﻣﻠﻳﺔ ﻣﺳﺗﻣﺭﺓ ﻟﺟﻣﻊ ﻭﺗﺣﻠﻳﻝ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻟﺑﻳﺎﻧﺎﺕ ﻟﻠﻣﺷﺭﻭﻋﺎﺕ‬

‫ﻭﺍﻟﺑﺭﺍﻣﺞ ﻟﺗﺣﺩﻳﺩ ﻣﺩﻯ ﺗﻭﺍﻓﻕ ﺳﻳﺭ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ ﻣﻊ ﺍﻟﺧﻁﺔ‬
‫ﺍﻟﻣﻭﺿﻭﻋﺔ ﻟﻪ ﻟﺑﻳﺎﻥ ﺍﻟﻭﺿﻊ ﺍﻟﺣﺎﻟﻲ ﻟﻠﻣﺷﺭﻭﻉ ﻭﺗﺭﻛﺯ ﻋﻠﻰ ﻣﺅﺷﺭ ﺍﻷﺩﺍء‪.‬‬

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 ‫ﻭﻅﺎﺋﻒ ﻋﻤﻠﻴﺔ ﺍﻟﻤﺘﺎﺑﻌﺔ‬

‫ﺗﻔﺳﻳﺭ ﻋﻣﻠﻳﺔ‬
‫ﺗﻭﺛﻳﻕ ﻣﺭﺍﺣﻝ‬
‫ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ‬
‫ﺗﻧﻔﻳﺫ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺑﻭﺍﺳﻁﺔ ﺍﻹﺩﺍﺭﺓ‬

‫ﺍﻟﺗﻌﻠﻡ ﻣﻥ‬
‫ﺍﻟﺧﺑﺭﺍﺕ ﺍﻟﻣﻛﺗﺳﺑﺔ‬
‫ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ‬
‫ﻟﻠﻣﺳﺎﻋﺩﺓ ﻓﻲ‬
‫ﺍﻟﺳﻠﻳﻡ‬
‫ﻭﺿﻊ ﺍﻟﺧﻁﻁ‬
‫ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ‬
 ‫ﺘﻌرﻴف اﻟﺘﻘﻴﻴم‬

‫ﻫﻭ ﻋﻣﻠﻳﺔ ﻗﻳﺎﺱ ﻣﺩﻱ ﻧﺟﺎﺡ ﻣﺷﺭﻭﻉ ﺃﻭ ﺑﺭﻧﺎﻣﺞ ﻣﺎ ﻓﻲ ﺍﻟﻭﺻﻭﻝ‬

‫ﻟﻸﻫﺩﺍﻑ ﺍﻟﺗﻲ ﻛﺎﻥ ﻣﺧﻁﻁﺎ ﻟﻬﺎ‪.‬‬

‫ﻋﻣﻠﻳﺔ ﺗﻘﺩﻳﺭ ﻣﺭﺣﻠﻲ ﻟﺗﻁﻭﺭ ﺍﻟﻣﺷﺭﻭﻉ ﺍﻟﺣﺎﻟﻲ‪ ،‬ﺃﻭ ﺍﻟﺫﻱ ﺍﻧﺗﻬﻰ ﺑﺎﻟﻔﻌﻝ‬
‫ﻣﻊ ﺍﻷﺧﺫ ﻓﻲ ﺍﻻﻋﺗﺑﺎﺭ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ ﻭﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﻭﺿﻭﻋﺔ‪.‬‬

‫‪6‬‬
‫ﺴؤاﻝ‪ :‬ﻫﻝ ﻤﺎ ﻨﻘوم ﺒﻪ ﺘﻘﻴﻴم أو ﺘﻘوﻴم ؟‬

‫‪7‬‬
‫ﻟﻤﺎﺫﺍ ﻧﻘﻴﻢ ؟‬
‫ﻟﻳﺳﺎﻋﺩﻧﺎ ﻋﻠﻰ ﺃﻥ ﻧﺭﻱ ﺇﻟﻰ ﺃﻳﻥ ﻧﺫﻫﺏ‬

‫ﻟﺗﺣﺩﻳﺩ ﺍﻟﺳﻳﺎﺳﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻣﺷﺭﻭﻉ‬

‫ﻟﺗﺑﺭﻳﺭ ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﻟﺗﺧﺻﻳﺹ ﺍﻟﻣﻭﺍﺭﺩ‬

‫ﻟﺗﻘﻳﻳﻡ ﺍﻟﻌﺎﻣﻠﻳﻥ‬

‫ﻟﺗﺣﺳﻳﻥ ﺍﻷﺩﺍء‬

‫ﻟﻧﻛﻭﻥ ﻗﺎﺩﺭﻳﻥ ﻋﻠﻰ ﺗﺣﺳﻳﻥ ﻁﺭﻕ ﺍﻟﻣﺗﺎﺑﻌﺔ‬

‫ﻻﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ‬

‫‪8‬‬
 ‫ﺍﻟﺘﻘﻴﻴﻢ‬

‫ﻛﻧﺗﻳﺟﺔ ﻟﻠﺑﺭﻧﺎﻣﺞ‬
‫ﺑﺩﻭﻥ ﻭﺟﻭﺩ‬
‫ﻧﺗﺎﺋﺞ‬ ‫ﺍﻟﺑﺭﻧﺎﻣﺞ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﺑﺩﺍﻳﺔ‬ ‫ﻧﻬﺎﻳﺔ‬
‫ﺍﻟﺑﺭﻧﺎﻣﺞ‬ ‫ﺍﻟﺯﻣﻥ‬ ‫ﺍﻟﺑﺭﻧﺎﻣﺞ‬

‫‪9‬‬
 ‫ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻟﻣﺗﺎﺑﻌﺔ‬ ‫ﺍﻟﻌﻧﺻﺭ‬
‫ﻋﻠﻰ ﻓﺗﺭﺍﺕ ﻣﺣﺩﺩﺓ‪ :‬ﻣﻧﺗﺻﻑ ﺍﻟﻣﺩﺓ‪ ،‬ﻧﻬﺎﻳﺔ‬ ‫ﺩﻭﺭﻳﺔ‪/‬ﺭﻭﺗﻳﻧﻳﺔ )ﺗﺗﻡ ﺑﺻﻭﺭﺓ ﺭﺑﻊ ﺳﻧﻭﻳﺔ‪ ،‬ﺃﻭ‬ ‫ﻣﺗﻰ ؟‬
‫ﺍﻟﻣﺷﺭﻭﻉ‪ ،‬ﺃﻭ ﻟﻘﻳﺎﺱ ﺍﻷﺛﺭ‪.‬‬ ‫ﻧﺻﻑ ﺳﻧﻭﻳﺔ(‬
‫ﺧﺎﺭﺟﻲ‪ ،‬ﺩﺍﺧﻠﻲ‪ ،‬ﺃﻭ ﻣﺷﺗﺭﻙ‪.‬‬ ‫ﺩﺍﺧﻠﻳﺎ ً‪ :‬ﻳﻘﻭﻡ ﺑﻬﺎ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ ﺑﺎﻟﻣﺷﺭﻭﻉ‪.‬‬ ‫ﻣﻥ ؟‬
‫ﺧﺎﺭﺟﻳﺎ ً‪ :‬ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﺷﺭﻛﺎء ﺍﻟﻣﺳﺋﻭﻟﻳﻥ ﻋﻥ‬
‫ﺗﻧﻔﻳﺫ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﺗﺭﻛﺯ ﻋﻠﻰ ﻣﺗﺎﺑﻌﺔ ﻣﺩﺧﻼﺕ ﺍﻟﻣﺷﺭﻭﻉ ﻭﺃﻧﺷﻁﺗﻪ ﻳﺭﻛﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻷﻫﺩﺍﻑ‪ ،‬ﻭ‪/‬ﺃﻭ ﺃﺛﺭ‬ ‫ﺍﻟﻣﺟﺎﻝ ؟‬
‫ﺃﻭ ﺍﻟﻌﻣﻠﻳﺎﺕ‪ ،‬ﻭﺍﻟﻣﺧﺭﺟﺎﺕ ﻭﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ ﺃﻭ ﺍﻟﺑﺭﻧﺎﻣﺞ‪.‬‬
‫ﺍﻟﻣﺭﺣﻠﻳﺔ‪ .‬ﻭﺍﻟﻣﺭﺟﻌﻳﺔ ﺍﻷﺳﺎﺳﻳﺔ ﻫﻲ ﺧﻁﺔ‬
‫ﺍﻟﻌﻣﻝ ﺍﻟﺳﻧﻭﻳﺔ ﺃﻭ ﺧﻁﺔ ﻋﻣﻝ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
 ‫ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺍﻟﺗﻘﻳﻳﻡ‬ ‫ﺍﻟﻣﺗﺎﺑﻌﺔ‬ ‫ﺍﻟﻌﻧﺻﺭ‬
‫ﺗﻌﺩ ﺑﻣﺛﺎﺑﺔ ﺇﻧﺫﺍﺭ ﻣﺑﻛﺭ ﺣﻳﺙ ﺗﻭﺿﺢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﻳﻬﺩﻑ ﺇﻟﻰ ﺗﺣﺩﻳﺩ ﺍﻟﺗﺄﺛﻳﺭﺍﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ‬ ‫ﺍﻟﻬﺩﻑ‬
‫ﺍﻟﻣﺷﺭﻭﻉ "ﻛﻳﻑ"‪ ،‬ﻭ"ﻣﺎﺫﺍ"‪ ،‬ﻭ"ﻟﻣﺎﺫﺍ"‬ ‫ﺍﻟﻣﻔﺭﺩﺍﺕ ﻭﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻷﻫﺩﺍﻑ ﺗﻣﺿﻲ ﻓﻲ‬
‫ﺣﺩﺛﺕ‪.‬‬ ‫ﺍﻻﺗﺟﺎﻩ ﺍﻟﺻﺣﻳﺢ ﻧﺣﻭ ﺍﻹﻧﺟﺎﺯ‪ ،‬ﻭﺑﺎﻟﺗﺎﻟﻲ ﺇﻟﻰ‬
‫ﺗﺣﺳﻳﻥ ﻋﻣﻠﻳﺔ ﺇﺩﺍﺭﺓ ﻭﺗﻧﻔﻳﺫ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﺗﺳﺗﺧﺩﻡ ﻟﻺﺩﺍﺭﺓ‪ ،‬ﻭﺍﻟﺗﻌﻠﻡ‪ ،‬ﻭﻓﻲ ﺇﻋﺎﺩﺓ ﺗﺻﻣﻳﻡ ﻳﺳﺗﺧﺩﻡ ﻟﻠﺗﻌﻠﻡ‪ ،‬ﻭﺗﻭﻗﻊ ﺃﻭ ﺗﺣﺩﻳﺩ ﺍﻟﺗﻌﺩﻳﻼﺕ‬ ‫ﺍﻻﺳﺗﺧﺩﺍﻡ‬
‫ﺍﻟﻼﺯﻣﺔ )ﺑﻌﺩ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ ﺍﻟﺗﻲ ﺗﺟﺭﻯ ﺑﻌﺩ‬ ‫ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ ﺇﺫﺍ ﻣﺎ ﺗﻁﻠﺏ ﺍﻷﻣﺭ ﺫﻟﻙ‪.‬‬
‫ﻧﺻﻑ ﺍﻟﻣﺩﺓ(‪ ،‬ﻭﻓﻲ ﺇﻋﺩﺍﺩ ﺍﻟﺗﻘﺎﺭﻳﺭ‪،‬‬
‫ﻭﺗﺻﻣﻳﻡ ﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ‪.‬‬
‫ﻫﻝ ﻧﻔﻌﻝ ﺍﻷﺷﻳﺎء ﺍﻟﺻﺣﻳﺣﺔ؟‬ ‫ﻫﻝ ﻧﻔﻌﻝ ﺍﻷﺷﻳﺎء ﺑﺷﻛﻝ ﺻﺣﻳﺢ؟‬ ‫ﺍﻟﺳﺅﺍﻝ‬
‫ﺍﻟﺭﺋﻳﺳﻲ ؟‬
 ‫ﺍﻟﺗﺷﺎﺑﻬﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﻳﺗﺷﺎﺑﻪ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﻓﻲ ﺃﻧﻬﻡ ﻳﺗﺑﻌﻭﺍ ﺧﻁﻭﺍﺕ ﻣﺗﺷﺎﺑﻬﻪ ﺃﺳﺎﺳﻳﺔ‪:‬‬
‫• ﺍﻟﻣﻼﺣﻅﺔ ﻭﺗﺟﻣﻳﻊ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ‪.‬‬
‫• ﺍﻟﺗﻔﻛﻳﺭ )ﺗﺣﻠﻳﻝ ﻭﺗﻘﻳﻳﻡ ﺍﻟﻣﻼﺣﻅﺎﺕ(‪.‬‬
‫• ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺑﻧﺎء ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬
 ‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺍﻟﺗﻘﻳﻳﻡ‬
‫ﺍﻟﻣﺭﺣﻠﻲ‬

‫ﺍﻟﺗﻘﻳﻳﻡ‬
‫ﺍﻟﻧﻬﺎﺋﻲ‬

‫ﺗﻘﻳﻳﻡ ﺍﻷﺛﺭ‬
 ‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻣﺭﺣﻠﻲ )ﺗﻘﻳﻳﻡ ﻣﻧﺗﺻﻑ ﺍﻟﻣﺩﺓ(‪:‬‬
‫• ﺇﻥ ﺇﺟﺭﺍء ﺗﻘﻳﻳﻡ ﻧﺻﻑ ﺍﻟﻣﺩﺓ ﻣﻥ ﺷﺄﻧﻪ ﻣﺳﺎﻋﺩﺓ ﻣﺩﻳﺭﻱ ﺍﻟﻣﺷﺭﻭﻉ ﻋﻠﻰ ﺍﻟﻔﻬﻡ‬
‫ﺍﻟﻣﺗﻌﻣﻕ ﻟﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻷﻧﺷﻁﺔ ﻓﻌﺎﻟﺔ ﻭﺗﺅﺩﻱ ﺇﻟﻰ ﺗﺣﻘﻳﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ‪،‬‬
‫ﺇﻟﻰ ﺟﺎﻧﺏ ﺍﻟﻭﻗﻭﻑ ﻋﻠﻰ ﺍﻷﺳﺑﺎﺏ ﻭﺭﺍء ﻋﺩﻡ ﺗﺣﻘﻕ ﺍﻷﻫﺩﺍﻑ‪.‬‬
‫• ﻓﻲ ﺑﻌﺽ ﺍﻟﺣﺎﻻﺕ‪ ،‬ﻗﺩ ﺗﺗﻁﻠﺏ ﺟﻬﺔ ﺍﻟﺗﻣﻭﻳﻝ ﺇﺟﺭﺍء ﻣﺛﻝ ﻫﺫﺍ ﺍﻟﺗﻘﻳﻳﻡ ﻓﻲ‬
‫ﻣﻧﺗﺻﻑ ﺍﻟﻣﺩﺓ‪.‬‬
‫ﺗﻌﺩ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺗﻲ ﻳﺗﻡ ﺟﻣﻌﻬﺎ ﻣﻥ ﺧﻼﻝ ﻧﻅﺎﻡ ﻣﺗﺎﺑﻌﺔ ﺍﻟﻣﺷﺭﻭﻉ ﻣﺻﺩﺭﺍً‬
‫ﻣﺣﻭﺭﻳﺎ ً ﻟﻠﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻌﻣﻠﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ‪.‬‬
 ‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻧﻬﺎﺋﻲ‪:‬‬
‫• ﻋﺎﺩﺓ ﻣﺎ ﺗﺟﺭﻯ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ‬
‫ﺍﻷﻫﺩﺍﻑ ﻗﺩ ﺗﺣﻘﻘﺕ ﺃﻡ ﻟﻡ ﺗﺗﺣﻘﻕ ﻭﺍﻟﺳﺑﺏ ﻭﺭﺍء ﺫﻟﻙ ﻓﻲ ﻛﻠﺗﺎ ﺍﻟﺣﺎﻟﺗﻳﻥ‪.‬‬
‫• ﺍﻟﺗﻌﺭﻑ ﺑﻌﻣﻕ ﻋﻠﻰ ﻣﺎ ﻳﻛﻭﻥ ﻗﺩ ﺗﻡ ﺑﻁﺭﻳﻘﺔ ﺻﺣﻳﺣﺔ ﺃﻭ ﻣﺎ ﻳﻛﻭﻥ ﻗﺩ ﺣﺩﺙ‬
‫ﻣﻥ ﺃﺧﻁﺎء ﺧﻼﻝ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻧﻔﻳﺫ‪.‬‬
‫• ﺗﻌﺩ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻧﻬﺎﺋﻲ ﻓﻲ ﻏﺎﻳﺔ ﺍﻷﻫﻣﻳﺔ ﺣﻳﺙ ﺃﻧﻬﺎ‬
‫ﺗﺳﺎﻋﺩ ﺍﻟﻣﺩﻳﺭﻳﻥ ﻋﻠﻰ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭ ﺑﺷﺄﻥ ﺗﻧﻔﻳﺫ ﻣﺷﺭﻭﻋﺎﺕ ﻣﻣﺎﺛﻠﺔ ﻭﺃﻧﺷﻁﺔ‬
‫ﻣﻣﺎﺛﻠﺔ ﻓﻲ ﺍﻟﻣﺳﺗﻘﺑﻝ‪.‬‬
 ‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺗﺎﺑﻊ‪ :‬ﺍﻟﺗﻘﻳﻳﻡ ﺍﻟﻧﻬﺎﺋﻲ‪:‬‬
‫• ﻳﻧﺗﺞ ﻋﻥ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ ﺍﻟﻧﻬﺎﺋﻳﺔ ﺃﻳﺿﺎ ﻣﻌﺎﺭﻑ ﻫﺎﻣﺔ ﺗﺗﻌﻠﻕ ﺑﺎﻷﻣﻭﺭ ﺍﻟﻧﺎﺟﺣﺔ‬
‫ﻭﻏﻳﺭ ﺍﻟﻧﺎﺟﺣﺔ ﻭﺍﻷﺳﺑﺎﺏ ﻭﺭﺍء ﻛﻝ ﺣﺎﻟﺔ‪ ،‬ﻭﻫﻲ ﻣﻌﻠﻭﻣﺎﺕ ﻳﻣﻛﻥ ﻟﻣﻣﺎﺭﺳﻳﻥ‬
‫ﺁﺧﺭﻳﻥ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﻲ ﺍﻟﻣﻳﺩﺍﻥ‪.‬‬
‫• ﻭﻓﻲ ﻛﻝ ﺍﻟﺣﺎﻻﺕ‪ ،‬ﻳﻧﺑﻐﻲ ﻋﻠﻰ ﺍﻟﻔﻭﺭ ﺗﺑﺎﺩﻝ ﻭﻣﺷﺎﺭﻛﺔ ﻧﺗﺎﺋﺞ ﺍﻟﺗﻘﻳﻳﻣﺎﺕ‬
‫ﺍﻟﻧﻬﺎﺋﻳﺔ ﻣﻊ ﻣﺧﺗﻠﻑ ﺍﻷﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ‪.‬‬
 ‫ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﻘﻳﻳﻡ‪:‬‬
‫ﺗﻘﻳﻳﻡ ﺍﻷﺛﺭ‪:‬‬ ‫•‬
‫ﺗﺟﺭﻯ ﺗﻘﻳﻳﻣﺎﺕ ﺍﻷﺛﺭ ﻟﻣﻌﺭﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﻫﻧﺎﻙ ﺗﺄﺛﻳﺭﺍﺕ ﺇﺿﺎﻓﻳﺔ ﻫﺎﻣﺔ‬ ‫•‬
‫ﺃﺧﺭﻯ ﻗﺩ ﺣﺩﺛﺕ ﻧﺗﻳﺟﺔ ﺍﻟﻣﺷﺭﻭﻉ ﺑﻌﺩ ﻣﺭﻭﺭ ﻋﺎﻡ ﺃﻭ ﻋﺎﻣﻳﻥ ﻣﻥ ﺍﻧﺗﻬﺎﺅﻩ‪.‬‬
‫ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻧﺎﺗﺟﺔ ﻋﻥ ﺗﻘﻳﻳﻣﺎﺕ ﺍﻷﺛﺭ ﻟﻠﻭﻗﻭﻑ‬ ‫•‬
‫ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﻫﻧﺎﻙ ﺗﻐﻳﻳﺭﺍﺕ ﺫﺍﺕ ﺩﻻﻟﺔ ﺗﺗﻌﺩﻯ ﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ ﺍﻟﻧﻬﺎﺋﻲ‬
‫ﻟﻠﻣﺷﺭﻭﻉ‪.‬‬
‫ﺗﺟﺭﻯ ﺗﻘﻳﻳﻣﺎﺕ ﺍﻷﺛﺭ ﺃﻳﺿﺎ ﻟﻣﻌﺭﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﺍﻟﻧﺗﻳﺟﺔ ﺍﻟﻧﻬﺎﺋﻳﺔ ﻟﻠﻣﺷﺭﻭﻉ‬ ‫•‬
‫ﺗﺣﻅﻰ ﺑﺎﻻﺳﺗﻣﺭﺍﺭﻳﺔ ﻭﺑﺎﻗﻳﺔ ﻟﻔﺗﺭﺓ ﻁﻭﻳﻠﺔ ﺑﻌﺩ ﺍﻧﺗﻬﺎء ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
 ‫أﻫﻤﻴﺔﻋﻤﻠﻴﺔ اﻟﻤﺘﺎﺒﻌﺔ‬
‫ﺗﺳﺗﻣﺩ ﻋﻣﻠﻳﺔ ﺍﻟﻣﺗﺎﺑﻌﺔﺃﻫﻣﻳﺗﻬﺎ ﻣﻥ ﺃﻧﻬﺎ ﺗﻣﻛﻥ ﻣﻥ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ‪:‬‬
‫ﻫﻝ ﺍﻟﻣﺷﺭﻭﻉ ﻳﺳﻳﺭ ﻓﻲ ﺍﻻﺗﺟﺎﻩ ﺍﻟﺻﺣﻳﺢ ﺃﻡ ﻻ‪.‬‬

‫ﻫﻝ ﺍﻷﻧﺷﻁﺔ ﺍﻟﻣﺧﻁﻁﺔ ﺗﻧﻔﺫ ﻭﻓﻕ ﻣﺎ ﻫﻭ ﻣﺧﻁﻁ‪.‬‬

‫ﻫﻝ ﻳﺗﻡ ﺗﺣﻘﻳﻕ ﻣﺳﺗﻬﺩﻓﺎﺕ ﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﺷﺭﻭﻉ ﺑﻣﺳﺗﻭﻳﺎﺗﻬﺎ ﺍﻟﻣﺧﺗﻠﻔﺔ‬

‫ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﺗﻭﻓﺭﻫﺎ ﻋﻣﻠﻳﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺗﺳﺎﻋﺩ ﻣﺩﻳﺭﻱ ﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﻋﻠﻰ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺍﻟﺻﺣﻳﺣﺔ ﻭﻓﻲ‬
‫ﺍﻟﻭﻗﺕ ﺍﻟﻣﻧﺎﺳﺏ‪.‬‬

‫ﺗﻭﻓﺭ ﺗﻭﺻﻳﺎﺕ ﻭﻣﻘﺗﺭﺣﺎﺕ ﺑﺷﻛﻝ ﻣﺳﺗﻣﺭ ﻛﻲ ﻳﺳﻳﺭ ﺍﻟﻣﺷﺭﻭﻉ ﻧﺣﻭ ﺗﺣﻘﻳﻕ ﺍﻟﻬﺩﻑ ﺍﻟﻧﻬﺎﺋﻲ ﺍﻟﻣﻁﻠﻭﺏ‬
‫ﺗﺣﻘﻳﻘﻪ‬
‫‪18‬‬
 ‫أﻫﻤﻴﺔﻋﻤﻠﻴﺔ اﻟﺘﻘﻴﻴم‬
‫ﺗﺳﺗﻣﺩ ﻋﻣﻠﻳﺔ ﺍﻟﺗﻘﻳﻳﻡ ﺃﻫﻣﻳﺗﻬﺎ ﻣﻥ ﺃﻧﻬﺎ ﺍﻟﻭﺳﻳﻠﺔ ﺍﻟﻭﺣﻳﺩﺓ ﻟﻠﻭﻗﻭﻑ ﻋﻠﻲ‬
‫ﺍﻟﻧﻘﺎﻁ ﺍﻟﺗﺎﻟﻳﺔ‪-:‬‬
‫ﻣﺩﻱ ﺗﺣﻘﻳﻕ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﻣﺩﻱ ﻣﻼءﻣﺔ ﺍﺳﺗﺭﺍﺗﻳﺟﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ ﻭﺃﻧﺷﻁﺗﻪ ﻟﻸﻫﺩﺍﻑ‪.‬‬
‫ﻣﺩﻱ ﻣﻼءﻣﺔ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ ﻭﺃﺳﻠﻭﺏ ﺗﻧﻔﻳﺫﻩ ﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻣﺟﺗﻣﻊ‪.‬‬
‫ﻣﺩﻱ ﻣﺷﺎﺭﻛﺔ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺣﻠﻲ ﻓﻲ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﻣﺩﻱ ﻣﺭﺍﻋﺎﺓ ﺍﻟﻣﺷﺭﻭﻉ ﻟﺗﺣﻘﻳﻕ ﻓﺭﺹ ﻣﺗﻛﺎﻓﺋﺔ ﻟﻠﻧﺳﺎء ﻭﺍﻟﺭﺟﺎﻝ‪.‬‬
‫ﻣﺩﻱ ﺍﺳﺗﻣﺭﺍﺭﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﻣﺩﻱ ﻓﻌﺎﻟﻳﺔ ﺇﺩﺍﺭﺓ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫ﻣﺩﻱ ﻛﻔﺎءﺓ ﺇﺩﺍﺭﺓ ﻣﻭﺍﺭﺩ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬ ‫‪19‬‬
 ‫ﺗﻣﺭﻳﻥ ﻋﻣﻠﻲ‪:‬‬

‫ﺍﻻﺧﺗﻼﻓﺎﺕ ﺑﻳﻥ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‬

‫ﺷﻛﺭﺍً ﻻﻫﺗﻣﺎﻣﻛﻡ‬
 ‫ﺑﻧﺎء ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭ ﺍﻟﺗﻘﻳﻳﻡ‬

‫ﺳﻠﺳﺔ ﺍﻟﻧﺗﺎﺋﺞ ﻭ ﺍﻷﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ‬

‫)‪ Egypt Civil Society Support Program (ECSS‬ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ‬

‫ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬
‫ﺍﻟﻣﻣﻭﻝ ﻣﻥ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻻﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ‬
‫ﺃﻛﺗﻭﺑﺭ ‪ – 2010‬ﺳﺑﺗﻣﺑﺭ ‪2013‬‬

‫ﺇﻥ ﺍﻵﺭﺍء ﻭ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻰ ﻳﺗﺿﻣﻧﻬﺎ ﻫﺫﺍ ﺍﻟﻌﺭﺽ ﻋﻠﻰ ﻣﺳﺋﻭﻟﻳﺔ ﺍﻟﻛﺎﺗﺏ ﻭﻻ ﻳﻌﻛﺱ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺁﺭﺍء ﺍﻟﻭﻛﺎﻟﺔ‬
‫ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ ﺃﻭ ﺍﻟﺣﻛﻭﻣﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ‬
 ‫ﺍﻟﻣﺩﺧﻼﺕ ‪Inputs‬‬
‫‪ ‬ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺧﺻﺻﺔ ﻟﺗﻧﻔﻳﺫ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﻣﺛﺎﻝ‪ :‬ﺍﻟﻣﺎﻝ ﻭﺍﻟﻭﻗﺕ ﺍﻟﻣﻭﻅﻔﻳﻥ ﻭﺍﻟﻣﻌﺩﺍﺕ ﻭﺍﻟﺗﺟﻬﻳﺯﺍﺕ‬

‫ﺍﻷﻧﺷﻁﺔ ‪Activities‬‬
‫‪ ‬ﺍﻹﺟﺭﺍءﺍﺕ ﻭﺍﻟﻌﻣﻠﻳﺎﺕ ﺍﻟﺗﻲ ﺗﺣﻭﻝ ﻣﺩﺧﻼﺕ ﺍﻟﻣﺷﺭﻭﻉ ﺇﻟﻰ ﻣﺧﺭﺟﺎﺕ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﻣﺛﺎﻝ‪ :‬ﺍﻟﺗﺩﺭﻳﺏ‪ ،‬ﻭﺗﻳﺳﻳﺭ‪ ،‬ﻭﺑﻧﺎء ﺍﻟﻘﺩﺭﺍﺕ‪ ،‬ﻭﺯﻳﺎﺩﺓ ﺍﻟﻭﻋﻲ‪ ،‬ﻭﺍﻟﺩﻋﻭﺓ‬
‫‪ ،Advocacy‬ﻭﻋﻘﺩ ﺍﻟﻧﺩﻭﺍﺕ ﻭ ﺍﻷﺟﺗﻣﺎﻋﺎﺕ‬
 ‫ﺍﻟﻣﺧﺭﺟﺎﺕ ‪Outputs‬‬
‫‪ ‬ﺍﻟﻣﻧﺗﺟﺎﺕ ﻭﺍﻟﺑﺿﺎﺋﻊ ﻭﺍﻟﺧﺩﻣﺎﺕ ﺍﻟﺗﻲ ﺗﻧﺗﺞ ﻣﺑﺎﺷﺭﺓ ﻣﻥ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ‬

‫‪ ‬ﺍﻟﻣﺑﺎﻧﻲ ﺍﻟﺗﻲ ﺷﻳﺩﻫﺎ ﺍﻟﻣﺷﺭﻭﻉ‪ ،‬ﺍﺗﻣﺎﻡ ﺩﻭﺭﺓ ﺗﺩﺭﻳﺑﻳﺔ‪ ،‬ﻋﻘﺩ ﺍﻟﻣﺅﺗﻣﺭﺍﺕ‬

‫ﻣﻼﺣﻅﺔ‪ :‬ﺃﻥ ﻫﺫﺍ ﻫﻭ ﺃﻋﻠﻰ ﻣﺳﺗﻭﻯ ﻳﻣﺎﺭﺱ ﻣﻧﻔﺫﻱ ﺍﻟﻣﺷﺭﻭﻉ ﺍﻟﺳﻳﻁﺭﺓ‬

‫ﺍﻟﻣﺑﺎﺷﺭﺓ ﻋﻠﻰ ﺍﻟﻣﺷﺭﻭﻉ‬
 ‫ﺍﻟﻧﺗﺎﺋﺞ ‪Outcomes‬‬

‫‪ ‬ﺍﻟﺗﻐﻳﺭﻓﻰ ﺍﻟﺳﻠﻭﻙ ﻭﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﺑﺷﺭﻳﺔ‬

‫‪ ‬ﺃﻭ ﻭﺟﻭﺩ ﻧﻅﻡ ﺟﻳﺩﺓ )ﻣﺛﻝ‪ :‬ﻧﻅﻡ ﺗﺣﺳﻳﻥ ﺍﻟﺭﻋﺎﻳﺔ ﺍﻟﺻﺣﻳﺔ(‪ ،‬ﻭﺍﻭ ﺳﻳﺎﺳﺎﺕ‬
‫ﺃﻭ ﺧﺩﻣﺎﺕ )ﻣﺛﻝ ‪ :‬ﻣﺭﺍﻛﺯ ﺍﻹﺭﺷﺎﺩ ﺍﻟﻭﻅﻳﻔﻰ(‪.‬‬
‫‪ ‬ﺍﺻﺩﺍﺭ ﺳﻳﺎﺳﺎﺕ ﺟﺩﻳﺩﺓ ‪ ،‬ﺯﺭﺍﻋﺔ ﻣﺣﺎﺻﻳﻝ ﺟﺩﻳﺩﺓ ﺫﺍﺕ ﺍﻧﺗﺎﺟﻳﺔ ﻋﺎﻟﻳﺔ ﺃﻭ‬
‫ﻭﺍﻷﻣﺗﻧﺎﻉ ﻋﻥ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﺻﺣﻳﺔ ﺍﻟﺿﺎﺭﺓ‬

‫ﺍﻟﻧﺗﻳﺟﺔ = ﺍﻟﻐﺭﺽ ﻣﻥ ﺍﻟﻣﺷﺭﻭﻉ = ﺍﻟﻔﺎﺋﺩﺓ‬

 ‫ﺍﻟﻧﺗﺎﺋﺞ ‪Outcomes‬‬
‫ﺍﻟﻧﺗﻳﺟﺔ ﻳﻘﻭﻡ ﺑﻬﺎ ﺍﻟﻣﺳﺗﻔﻳﺩﻳﻥ ﻣﻥ ﺍﻟﻣﺷﺭﻭﻉ ﻣﻥ ﺗﻠﻘﺎء ﻧﻔﺳﻬﻡ ﻭﺗﺗﺄﺛﺭ‬
‫ﺑﻣﺧﺭﺟﺎﺕ ﺍﻟﻣﺷﺭﻭﻉ ﻭﻛﺫﻟﻙ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺧﺎﺭﺟﻳﺔ ﻟﻠﻣﺷﺭﻭﻉ‬

‫‪ ‬ﺍﻟﻧﺗﻳﺟﺔ ﺗﻌﻧﻰ ﺃﻥ ﺍﻟﺗﻐﻳﺭ ﻓﻲ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﻭﺍﻟﺳﻠﻭﻙ ﻭﺍﻟﻧﻅﻡ ﺣﻘﻳﻘﻲ‬

‫ﻭﺩﺍﺋﻡ‬
‫‪ ‬ﺃﻥ ﺍﻟﺗﻐﻳﺭ ﻓﻰ ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻭ ﺍﻟﺳﻠﻭﻙ ﻗﺩ ﺍﻋﺗﻣﺩﻩ ﺍﻟﻣﺳﺗﻔﻳﺩﻳﻥ ﻣﻥ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺍﻟﻧﺗﻳﺟﺔ = ﺍﻟﻐﺭﺽ ﻣﻥ ﺍﻟﻣﺷﺭﻭﻉ = ﺍﻟﻔﺎﺋﺩﺓ‬
 ‫ﺍﻷﺛﺭ ‪Impact‬‬
‫‪ ‬ﺍﻟﺗﻐﻳﺭ ﺍﻟﺩﺍﺋﻡ ﻓﻲ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻳﺷﺔ ﻭ ﻓﻲ ﻅﺭﻭﻑ ﺣﻳﺎﺓ ﺍﻟﻣﺟﻣﻭﻋﺔ‬
‫ﺍﻟﻣﺳﺗﻬﺩﻓﺔ ﻭﺗﺣﻘﻳﻕ ﺍﻟﻌﺩﺍﻟﺔ ﺍﻻﺟﺗﻣﺎﻋﻳﺔ‪.‬‬

‫‪ ‬ﻣﺛﺎﻝ‪ ” :‬ﺍﻟﻘﺿﺎء ﻋﻠﻰ ﺍﻟﻔﻘﺭ“ ” ﺍﻟﻘﺿﺎء ﻋﻠﻰ ﺍﻟﺑﻁﺎﻟﺔ“ ‪MDG -‬‬

‫‪ ‬ﻣﺛﺎﻝ ‪ :‬ﺯﻳﺎﺩﺓ ﺍﻷﻣﻥ ﺍﻟﻐﺫﺍﺋﻰ ﻟﺳﻛﺎﻥ ﺍﻟﺭﻳﻑ‪ ،‬ﻭ ﺍﻟﻭﻓﺎء ﺑﺣﻘﻭﻕ ﺍﻷﻗﻠﻳﺎﺕ ﻣﻥ‬
‫ﺍﻟﺳﻛﺎﻥ‬
‫ﻣﻠﺣﻭﻅﺔ‪ :‬ﻳﺳﺗﻁﻳﻊ ﻣﺷﺭﻭﻉ ﻭﺍﺣﺩ ﺃﻥ ﻳﺳﺎﻫﻡ ﻓﻲ ﺗﺣﻘﻳﻕ ﺍﻷﺛﺭ ﻭﻟﻛﻥ ﻻ‬
‫ﻳﺳﺗﻁﻳﻊ ﺃﻥ ﻳﺣﻘﻘﻪ ﺑﻣﻔﺭﺩﻩ‬
 ‫ﺍﻷﺛﺭ ‪Impact‬‬
‫‪ ‬ﻣﺧﺭﺝ ‪:‬ﻋﺩﺩ ﺍﻷﻁﻔﺎﻝ ﺍﻟﻠﺫﻳﻥ ﺗﻡ ﺗﻁﻌﻳﻣﻬﻡ ﺿﺩﺩ ﺍﻟﺣﺻﺑﺔ‬
‫ﺍﻷﺛﺭ‪ :‬ﺍﻧﺧﻔﺎﺽ ﻣﻌﺩﻻﺕ ﺍﻟﻣﺭﺽ ﻋﻧﺩ ﻣﺟﻣﻭﻋﺔ ﺍﻷﻁﻔﺎﻝ ﺍﻟﻣﺳﺗﻬﺩﻓﻳﻥ‬
‫‪ ‬ﻣﺧﺭﺝ ‪:‬ﻋﺩﺩ ﺍﻟﻣﻧﺎﺯﻝ ﺍﻟﺗﻲ ﺑﻧﻳﺕ ﻣﻥ ﻗﺑﻝ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺍﻷﺛﺭ‪ :‬ﺗﺣﺳﻳﻥ ﺍﻟﻅﺭﻭﻑ ﺍﻟﻣﻌﻳﺷﻳﺔ ﻟﻸﺳﺭ‬
‫‪ ‬ﻣﺧﺭﺝ ‪ :‬ﻋﺩﺩ ﺍﻟﻁﻠﺑﺔ ﺍﻟﻣﻘﻳﺩﻳﻥ ﻓﻰ ﺑﺭﻧﺎﻣﺞ ﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﻣﻬﻧﻲ‬
‫ﺍﻷﺛﺭ‪ :‬ﺗﺣﺳﻳﻥ ﻣﻬﺎﺭﺍﺗﻬﻡ ﺍﻟﺗﻘﻧﻳﺔ ‪ -‬ﺫﻳﺎﺩﺓ ﺩﺧﻠﻬﻡ‪ -‬ﺍﻧﺧﻔﺎﺽ ﺍﻟﺑﻁﺎﻟﺔ‬

‫ﺍﻷﺛﺭ ﺍﻷﺟﺎﺑﻰ – ﺍﻷﺛﺭ ﺍﻟﺳﻠﺑﻰ‬

‫ﻣﻠﺣﻭﻅﺔ‪ :‬ﺍﻷﺛﺭ ﻳﻣﻛﻥ ﺍﻥ ﻳﻛﻭﻥ ﺍﻳﺟﺎﺑﻰ ﺍﻭ ﺳﻠﺑﻰ‬
‫ﺍﻟﻣﻧﻁﻕ ﺍﻟﺳﺑﺑﻰ ‪Causal Logic‬‬
 ‫ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ‪Results Chain‬‬
‫‪ ‬ﺗﺳﻠﺳﻝ ﻣﺗﺭﺍﺑﻁ ﻣﻥ ﺍﻟﻧﺎﺣﻳﺔ ﺍﻟﻣﻧﻁﻘﻳﺔ ﻟﻠﻣﺩﺧﻼﺕ ﻭﺍﻟﻣﺧﺭﺟﺎﺕ ﻭﺍﻟﻧﺗﺎﺋﺞ‬
‫ﻳﻬﺩﻑ ﺇﻟﻰ ﺗﺣﻘﻳﻕ ﺗﻐﻳﻳﺭﺍﺕ ﻣﻌﻳﻧﺔ‬
‫‪ ‬ﻣﺗﺭﺍﺑﻁ ﻣﻥ ﺍﻟﻧﺎﺣﻳﺔ ﺍﻟﻣﻧﻁﻘﻳﺔ ‪ -‬ﻳﺳﺗﻧﺩ ﺇﻟﻰ ﻣﺑﺩﺃ ﺍﻟﺳﺑﺏ ﻭﺍﻟﺗﺄﺛﻳﺭ‬
‫)‪(Cause and Effect‬‬
‫‪ ‬ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺗﺑﻳﻥ ﻓﺭﺿﻳﺎﺕ ﺍﻟﺳﺑﺏ ﻭﺍﻟﺗﺄﺛﻳﺭ )‪If – Then‬‬
‫‪ (Hypotheses‬ﺍﻟﺗﻲ ﺗﺷﻛﻝ ﺃﺳﺎﺱ ﺗﺻﻣﻳﻡ ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﻣﻠﺣﻭﻅﺔ‪ :‬ﺗﻐﻁﻰ ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻌﻧﺎﺻﺭ ﺍﻟﺗﺎﻟﻳﺔ‪ :‬ﺍﻟﻣﺩﺧﻼﺕ‪ ،‬ﻭﺍﻷﻧﺷﻁﺔ‪،‬‬

‫ﻭﺍﻟﻣﺧﺭﺟﺎﺕ ‪ ،‬ﻭﺍﻟﻧﺗﺎﺋﺞ ‪ ،‬ﻭﺍﻟﻸﺛﺭ ﻭﺍﻷﺧﻁﺎﺭ ‪Risks‬‬
 ‫ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ‪Results Chain‬‬
‫‪ ‬ﻳﺣﺗﺎﺝ ﺍﻟﻣﺷﺭﻭﻉ ﺍﻟﻰ ﻣﻭﺍﺭﺩ ﺍﻭ ﻣﺩﺧﻼﺕ )ﺃﻳﺩﻱ ﻋﺎﻣﻠﺔ‪ ،‬ﻭﻣﻭﺍﺩ‪ ،‬ﻭﻭﻗﺕ‪،‬‬
‫ﻭﻣﺎﻝ(‬
‫‪ ‬ﻳﻘﻭﻡ ﺍﻟﻣﺷﺭﻭﻉ ﺑﺗﻧﻔﻳﺫ ﺍﻷﻧﺷﻁﺔ‪ :‬ﺍﻻﺟﺗﻣﺎﻋﺎﺕ‪ ،‬ﻭﺍﻟﺯﻳﺎﺭﺍﺕ ﺍﻟﺩﺭﺍﺳﻳﺔ‪،‬‬
‫ﻭﺗﺣﻠﻳﻝ ﻭ ﺩﺭﺍﺳﺔ ﺍﻟﺳﻭﻕ‪ ،‬ﻭﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ ‪ ،‬ﻭﺍﻧﺷﺎء ﺍﻟﺑﻧﻳﺔ ﺍﻟﺗﺣﺗﻳﺔ‪...‬‬
‫‪ ‬ﻳﻧﺗﺞ ﻋﻥ ﺍﻷﻧﺷﻁﺔ ﻣﺧﺭﺟﺎﺕ ‪ :‬ﻣﻧﺎﻫﺞ ﺩﺭﺍﺳﻳﺔ ﻣﻭﺟﻬﺔ ﻧﺣﻭ ﺍﺣﺗﻳﺎﺟﺎﺕ‬
‫ﺍﻟﺳﻭﻕ‪،‬ﻭﺷﺑﻛﺔ ﻣﺩﺭﺑﻳﻥ ﻟﺗﺑﺎﺩﻝ ﺍﻟﺗﺟﺎﺭﺏ‪ ،‬ﻣﻌﺎﺭﺽ ﺗﻭﻅﻳﻑ ﻷﺻﺣﺎﺏ‬
‫ﺍﻟﻌﻣﻝ ﻭﺍﻟﺑﺎﺣﺛﻳﻥ ﻋﻥ ﻋﻣﻝ‪ ،‬ﻭﻣﺭﺍﻛﺯ ﻟﻠﺗﻌﻠﻳﻡ ﻭﺍﻟﺗﺩﺭﻳﺏ ﺍﻟﺗﻘﻧﻲ ﻭﺍﻟﻣﻬﻧﻲ‬
‫ﻣﺯﻭﺩﺓ ﺑﺄﺟﻬﺯﺓ ﺣﺩﻳﺛﺔ‪...‬‬
 ‫ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ‪Results Chain‬‬
‫‪ ‬ﺍﺳﺗﺧﺩﺍﻡ ﻫﺫﻩ ﺍﻟﻣﺧﺭﺟﺎﺕ ﻣﻥ ﻗﺑﻝ ﺍﻷﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ ﺍﻟﻣﺷﺎﺭﻛﺔ ﻓﻲ‬
‫ﺍﻟﻣﺷﺭﻭﻉ )ﻣﺩﻳﺭﻭﺍﻟﻣﺩﺍﺭﺱ‪ ،‬ﻭﺍﻟﻣﻌﻠﻣﻭﻥ‪ ،‬ﻭﺍﻟﻣﺩﺭﺑﻭﻥ‪ ،‬ﻭﺍﻟﻁﻼﺏ‪ ،‬ﻭﺃﻭﻟﻳﺎء‬
‫ﺍﻷﻣﻭﺭ‪ ،‬ﻭﺃﺻﺣﺎﺏ ﺍﻟﻌﻣﻝ‪ ،‬ﻭﺍﻟﺑﺎﺣﺛﻭﻥ ﻋﻥ ﺍﻟﻌﻣﻝ(‪ ،‬ﺳﻳﺅﺩﻱ ﺇﻟﻰ ﺗﺣﻘﻳﻕ ﻧﺗﺎﺋﺞ‬
‫ﺍﻟﻣﺷﺭﻭﻉ ﺍﻹﻧﻣﺎﺋﻲ ﻣﺛﻝ‪ :‬ﺍﻧﺧﻔﺎﺽ ﻣﻌﺩﻝ ﺍﻟﺑﻁﺎﻟﺔ ﻟﺷﺑﺎﺏ ﺍﻟﺧﺭﺟﻳﻥ‬

‫ﺍﻟﻧﺗﻳﺟﺔ = ﺍﻟﻐﺭﺽ ﻣﻥ ﺍﻟﻣﺷﺭﻭﻉ = ﺍﻟﻔﺎﺋﺩﺓ‬

 ‫ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ‪Results Chain‬‬
‫‪ ‬ﻳﺅﺩﻱ ﺗﺣﻘﻳﻕ ﺍﻟﻧﺗﺎﺋﺞ ﺇﻟﻰ ﻣﺯﻳﺩ ﻣﻥ ﺍﻟﻧﺗﺎﺋﺞ ﻁﻭﻳﻠﺔ ﺍﻟﻣﺩﻯ ﻭﺍﻟﻔﻭﺍﺋﺩ ﻏﻳﺭ‬
‫ﺍﻟﻣﺑﺎﺷﺭﺓ ﺍﻟﺗﻲ ﻳﻁﻠﻕ ﻋﻠﻳﻬﺎ ﺍﻷﺛﺭ ‪ Impact‬ﻣﺛﻝ‪" :‬ﺍﻟﻘﺿﺎء ﻋﻠﻰ ﺍﻟﻔﻘﺭ" ﺃﻭ‬
‫" ﺍﻟﻘﺿﺎء ﻋﻠﻰ ﺍﻟﺑﻁﺎﻟﺔ ‪MDG -‬‬
 ‫ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ‪Results Chain‬‬
‫‪ ‬ﺗﻘﻝ ﺍﻟﺻﻠﺔ ﺍﻟﻭﺛﻳﻘﺔ ﺑﻳﻥ ﺍﻷﺛﺭ ﻭﺍﻟﻣﺷﺭﻭﻉ ﻣﻥ ﺣﻳﺙ ﺍﻟﻭﻗﺕ ‪ -‬ﻻ ﻳﺗﺿﺢ‬
‫ﺍﻷﺛﺭ ﺇﻻ ﺑﻌﺩ ﻣﺭﻭﺭ ﻋﺩﺓ ﺳﻧﻭﺍﺕ ﻋﻠﻰ ﺍﻧﺗﻬﺎء ﺍﻟﻣﺷﺭﻭﻉ ﺍﻹﻧﻣﺎﺋﻲ‬
‫‪ ‬ﻳﻁﻠﻕ ﻋﻠﻰ ﺍﻟﺣﺩ ﺍﻟﻔﺎﺻﻝ ﺑﻳﻥ ﺍﻟﻧﺗﺎﺋﺞ ‪ Outcomes‬ﻭ ﺍﻷﺛﺭ ‪Impact‬‬
‫– ﻓﺟﻭﺓ ﺍﻹﺳﻧﺎﺩ ‪Attribution Gap‬‬
‫‪ ‬ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﺗﻲ ﺗﺣﺩﺙ ﺧﺎﺭﺝ ﻧﻁﺎﻕ ﻫﺫﻩ "ﺍﻟﻔﺟﻭﺓ" ﻻ ﺗﺧﺿﻊ ﻟﻠﺳﻳﻁﺭﺓ‬
‫ﺍﻟﻣﺑﺎﺷﺭﺓ ﻟﻣﺷﺭﻭﻉ ﺍﻹﻧﻣﺎﺋﻲ ﻭﺗﻌﺗﻣﺩ ﻋﻠﻰ ﻋﻭﺍﻣﻝ ﺧﺎﺭﺟﻳﺔ ﺃﺧﺭﻯ ﻣﺛﻝ‬
‫ﻣﺷﺭﻭﻋﺎﺕ ﺇﻧﻣﺎﺋﻳﺔ ﺃﺧﺭﻯ ﺃﻭ ﺍﻟﻧﻣﻭ ﺍﻻﻗﺗﺻﺎﺩﻱ ﻓﻲ ﺍﻟﺑﻠﺩ ﻛﻛﻝ‬
 ‫ﺍﻷﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ ‪Logical Framework‬‬
‫‪(LFW) Log-Frame‬‬
‫‪ ‬ﺍﻹﻁﺎﺭﺍﻟﻣﻧﻁﻘﻲ ﻫﻭ ﻧﻣﻭﺫﺝ ﻣﻧﻁﻘﻲ ﻭﺿﻌﺗﺔ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﻓﻲ‬
‫ﺃﻭﺍﺧﺭ ‪ ،1970‬ﻭﻳﺳﺗﺧﺩﻡ ﻋﻠﻰ ﻧﻁﺎﻕ ﻭﺍﺳﻊ ﻓﻲ ﺟﻣﻳﻊ ﺃﻧﺣﺎء ﺍﻟﻌﺎﻟﻡ ﻣﻥ‬
‫ﺍﻟﺟﻬﺎﺕ ﺍﻟﻣﺎﻧﺣﺔ ﻭﺍﻟﺗﻧﻣﻭﻳﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ‬
‫‪ ‬ﺍﻹﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻲ ﻳﻠﺧﺹ ﺳﻠﺳﻠﺔ ﻧﺗﺎﺋﺞ ﺍﻟﻣﺷﺭﻭﻉ ﻭﻳﻘﺩﻡ ﻁﺭﻳﻘﺔ ﻟﻘﻳﺎﺱ‬
‫ﺍﻟﺗﻘﺩﻡ ﺍﻟﻣﺣﺭﺯ ﻧﺣﻭ ﺗﺣﻘﻳﻕ ﻫﺫﻩ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬
 ‫ﻣﻛﻭﻧﺎﺕ ﺍﻷﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ ‪Logical‬‬
‫‪Framework Pillars‬‬
‫‪ ‬ﺃﺭﺑﻌﺔ ﻣﻛﻭﻧﺎﺕ ﺭﺋﻳﺳﻳﺔ ﻣﺭﺗﺑﺔ ﻛﺎﻷﺗﻰ‪:‬‬
‫‪.1‬ﺍﻟﺗﺳﻠﺳﻝ ﺍﻟﻣﻧﻁﻘﻰ ﻟﻠﻧﺗﺎﺋﺞ‬
‫‪.2‬ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫‪.3‬ﻣﺻﺎﺩﺭ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻟﻛﻝ ﻣﺅﺷﺭ ﻟﻠﻣﺅﺷﺭﺍﺕ‬
‫‪.4‬ﺍﻟﻣﺧﺎﻁﺭ ‪ / Risks‬ﺍﻻﻓﺗﺭﺍﺿﺎﺕ ‪Assumptions‬‬

‫ﻳﺭﺗﺑﻁ ﻛﻝ ﻣﺳﺗﻭﻯ ﻣﻥ ﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﺗﺳﻠﺳﻝ ﺍﻟﻣﻧﻁﻘﻰ ﻟﻠﻧﺗﺎﺋﺞ‬

‫ﺑﻣﺎ ﻓﻭﻗﺔ ﻭﺗﺣﺗﺔ ﻣﻥ ﺧﻼﻝ ﻋﻼﻗﺔ ﺍﻟﺳﺑﺏ ﻭﺍﻟﺗﺄﺛﻳﺭ ‪Cause & Effect‬‬
 Log-frame ‫ﺍﻷﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ‬
Hierarchy of Indicators Means of Assumptions /
objectives Verification Risks
‫ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ‬ ‫ﺍﻟﻣﺅﺍﺷﺭﺍﺕ‬ ‫ﻣﺻﺎﺩﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ‬ ‫ﺍﻷﻓﺗﺭﺍﺿﺎﺕ ﻭ ﺍﻟﻣﺧﺎﻁﺭ‬
Impact ‫ﺍﻷﺛﺭ‬

Outcome ‫ﺍﻟﻧﺗﺎﺋﺞ‬

Outputs ‫ﺍﻟﻣﺧﺭﺟﺎﺕ‬

Activities ‫ﺍﻷﻧﺷﻁﺔ‬

Inputs ‫ﺍﻟﻣﺩﺧﻼﺕ‬
 ‫ﺍﻷﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ ‪Log-frame‬‬
‫‪” ‬ﺍﻟﻣﺧﺎﻁﺭ ‪ Risk‬ﻭﺍﻻﻓﺗﺭﺍﺿﺎﺕ ‪ “Assumptions‬ﻫﻰ ﻋﻧﺎﺻﺭ ﺧﺎﺭﺟﺔ‬
‫ﻋﻥ ﺳﻳﻁﺭﺗﻧﺎ ﺗﺅﺛﺭﻋﻠﻰ ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﺗﺣﻠﻳﻝ ﺍﻷﺧﻁﺎﺭ‪ :‬ﺗﺣﺩﺩ ﻭﺗﻘﻳﻡ ﺍﻟﻌﻭﺍﻣﻝ ﺍﻟﺗﻲ ﻗﺩ ﺗﺷﻛﻝ ﺧﻁﺭﺍً ﻋﻠﻰ ﻧﺟﺎﺡ‬
‫ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﻣﺛﺎﻝ‪ :‬ﺍﻷﺯﻣﺎﺕ ﺍﻻﻗﺗﺻﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﺣﺭﻭﺏ‪ ،‬ﻭﺍﻟﻛﻭﺍﺭﺙ ﺍﻟﻁﺑﻳﻌﻳﺔ‪ ،‬ﻭﺗﻌﺎﺭﺽ‬
‫ﺍﻟﻘﻳﻡ ﺑﻳﻥ ﺍﻷﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ‪ ،‬ﻭﻭﺟﻭﺩ ﺃﻧﻣﺎﻁ ﺗﻣﻳﺯﻳﺔ ﺗﺟﺎﻩ ﻣﺟﻭﻋﺎﺕ ﻣﺧﺗﻠﻔﺔ‬
‫ﺑﺳﺑﺏ ﺍﻟﺳﻥ‪ ،‬ﺃﻭ ﺍﻟﻧﻭﻉ ﺍﻻﺟﺗﻣﺎﻋﻲ‪ ،‬ﺃﻭ ﺍﻻﻧﺗﻣﺎء ﺍﻟﻌﺭﻗﻲ‪Gender ،‬‬
‫‪.Discrimination‬‬
 ‫ﺍﻷﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ ‪Log-frame‬‬
‫ﻣﺟﻣﻭﻋﺔ ﻋﻣﻝ‬

‫ﺻﻳﺎﻏﺔ ﺍﻹﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ )‪ (Log-Frame‬ﻟﻣﺷﺭﻭﻋﻙ‬

‫ﺷﻛﺭﺍ ﻟﺣﺳﻥ ﺃﺳﺗﻣﺎﻋﻛﻡ‬
 ‫ﺑﻧﺎء ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭ ﺍﻟﺗﻘﻳﻳﻡ‬

‫ﺻﻳﺎﻏﺔ ﺍﻟﻣﺅﺷﺭﺍﺕ‬

‫)‪ Egypt Civil Society Support Program (ECSS‬ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ‬

‫ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬
‫ﺍﻟﻣﻣﻭﻝ ﻣﻥ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻻﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ‬
‫ﺃﻛﺗﻭﺑﺭ ‪ – 2010‬ﺳﺑﺗﻣﺑﺭ ‪2013‬‬

‫ﺇﻥ ﺍﻵﺭﺍء ﻭ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻰ ﻳﺘﻀﻤﻨﻬﺎ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﻋﻠﻰ ﻣﺴﺌﻮﻟﻴﺔ ﺍﻟﻜﺎﺗﺐ ﻭﻻ ﻳﻌﻜﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ ﺁﺭﺍء ﺍﻟﻮﻛﺎﻟﺔ‬
‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻟﻠﺘﻨﻤﻴﺔ ﺍﻟﺪﻭﻟﻴﺔ ﺃﻭ ﺍﻟﺤﻜﻮﻣﺔ ﺍﻷﻣﺮﻳﻜﻴﺔ‬
 ‫ﺗﺣﺩﻳﺩ ﻣﺟﺎﻻﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﻣﺅﺷﺭﺍﺕ‬

‫‪ ‬ﻭﺭﺷﺔ ﻋﻣﻝ ﻳﺷﺎﺭﻙ ﻓﻳﻬﺎ ﺍﻷﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ‬

‫‪ ‬ﺃﻫﺩﺍﻑ ﻭﺭﺷﺔ ﺍﻟﻌﻣﻝ ‪:‬‬
‫‪ ‬ﺍﻟﺗﻭﺻﻝ ﺇﻟﻰ ﻓﻬﻡ ﻣﺷﺗﺭﻙ ﺣﻭﻝ ﺍﻟﻣﺷﺭﻭﻉ ﻣﻊ ﺍﻟﺗﺭﻛﻳﺯ ﺑﺻﻔﺔ ﺧﺎﺻﺔ ﻋﻠﻰ‬
‫ﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻟﻣﺧﺭﺟﺎﺕ‬
‫‪ ‬ﺗﻧﺎﻭﻝ ﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ ﺑﻣﺯﻳﺩ ﻣﻥ ﺍﻟﺗﻔﺻﻳﻝ ﻣﻊ ﺍﻹﺷﺎﺭﺓ ﺇﻟﻰ ﺃﺩﻭﺍﺭ‬
‫ﺍﻷﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻭﺍﻷﺧﻁﺎﺭ ﺍﻟﻣﺣﺩﺩﺓ‪،‬ﻭ ﺍﻷﻓﺗﺭﺍﺿﺎﺕ ﻭﺍﻟﻧﺗﺎﺋﺞ‬
‫ﺍﻟﺳﻠﺑﻳﺔ ﺍﻟﻣﺣﺗﻣﻠﺔ‪...‬‬
‫‪ ‬ﺍﻻﺗﻔﺎﻕ ﻋﻠﻰ ﻣﺟﺎﻻﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺍﻟﺗﻲ ﻳﺟﺏ ﺃﻥ ﻳﻐﻁﻳﻬﺎ ﻧﻅﺎﻡ ﺍﻟﻣﺗﺎﺑﻌﺔ‬
 ‫ﺗﺣﺩﻳﺩ ﻣﺟﺎﻻﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﻣﺅﺷﺭﺍﺕ‬

‫‪ ‬ﺗﺗﻭﺍﻓﻕ ﻣﺟﺎﻻﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻣﻊ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻋﻠﻰ ﻁﻭﻝ ﺳﻠﺳﻠﺔ‬

‫ﺍﻟﻧﺗﺎﺋﺞ ‪ :‬ﺍﻟﻣﻭﺍﺭﺩ‪ ،‬ﻭﺍﻷﻧﺷﻁﺔ‪ ،‬ﻭﺍﻟﻣﺧﺭﺟﺎﺕ‪ ،‬ﻭﺍﻟﻧﺗﺎﺋﺞ ‪ ،‬ﻭﺍﻷﺛﺭ‪.‬‬

‫‪ ‬ﺗﺷﻣﻝ ﻣﺟﺎﻻﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺍﻹﺿﺎﻓﻳﺔ ﺍﻟﻣﺅﺛﺭﺍﺕ ﺍﻟﺧﺎﺭﺟﻳﺔ‬

‫ﻣﻥﺍﻷﺧﻁﺎﺭ ‪ Risks‬ﻭﺍﻻﻓﺗﺭﺍﺿﺎﺕ ‪ ، Assumptions‬ﻭﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﻣﺣﺗﻣﻠﺔ‬
‫ﻏﻳﺭﺍﻟﻣﻘﺻﻭﺩﺓ ﺍﻟﻧﺎﺷﺋﺔ ﻋﻥ ﺍﻟﺗﺩﺧﻝ ﺍﻹﻧﻣﺎﺋﻲ ) ﺇﻳﺟﺎﺑﻳﺔ ﺃﻭ ﺳﻠﺑﻳﺔ(‬
 ‫ﺗﺣﺩﻳﺩ ﻣﺟﺎﻻﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫ﺗﺗﺎﺑﻊ ﺍﻟﻣﺭﺃﺓ ﻣﺟﺎﻻﺕ ﺍﻟﺭﺻﺩ ﺫﺍﺕ ﺍﻟﺻﻠﺔ ﻓﻘﻁ‬

‫ﺍﻟﺭﺟﻝ ﻳﺗﺎﺑﻊ ﻣﺟﺎﻻﺕ ﺭﺻﺩ ﻛﺛﻳﺭﺓ‪ ،‬ﻟﺫﻟﻙ ﻳﺑﺩﻭ ﻣﺭﻫﻘﺎ ً‬

 ‫ﻣﺎ ﻫﻭ ﺍﻟﻣﺅﺷﺭ؟‬

‫‪ ‬ﺍﻟﻣﺅﺷﺭ ﻫﻭ ﻣﻘﻳﺎﺱ ﺍﻟﺗﻐﻳﻳﺭ ‪ - Measure of Change‬ﺗﻘﻳﺱ‬

‫ﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﺗﻐﻳﻳﺭ ﻷﻥ ﻗﻳﻣﻬﺎ ﺗﺗﻐﻳﺭ ﺑﻣﺿﻲ ﺍﻟﻭﻗﺕ‬

‫‪ ‬ﺍﻟﻣﺅﺷﺭﻫﻭ ﻣﻘﻳﺎﺱ ﺍﻟﺗﻘﺩﻡ ﺍﻟﻣﺣﺭﺯ ﻧﺣﻭ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ ‪ -‬ﺗﺳﺎﻋﺩﻧﺎ ﻗﻳﻡ‬

‫ﻣﺗﺗﺎﺑﻌﺔ ﺍﻟﻣﺅﺷﺭ “ﺍﻟﻣﺳﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻭﺟﻬﺔ ﺍﻟﻣﻘﺻﻭﺩﺓ” ﻋﻠﻰ ﺗﻘﻳﻳﻡ ﻣﺎ ﺇﺫﺍ‬
‫ﻛﻧﺎ ﻧﻘﺗﺭﺏ ﻣﻥ ﻫﺩﻓﻧﺎ ﺃﻭ “ﻭﺟﻬﺗﻧﺎ ﺍﻟﻣﻘﺻﻭﺩﺓ”‬
‫ﻣﺎ ﻫﻭ ﺍﻟﻣﺅﺷﺭ؟‬
 ‫‪Monitoring Indicators‬‬
‫ﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﺗﺎﺑﻌﺔ‬
‫‪ ‬ﻫﻰ ﻣﺅﺷﺭﺍﺕ ﻣﺭﺗﺑﻁﺔ ﺑﺎﻟﻣﺧﺭﺟﺎﺕ ‪ outputs‬ﻭﺍﻷﻧﺷﻁﺔ ‪Activities‬‬
‫)‪(Sometimes known as Process Indicators‬‬
‫‪ ‬ﻫﻰ ﻣﺅﺷﺭﺍﺕ ﻟﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺑﺻﻔﺔ ﺩﻭﺭﻳﺔ ﻟﺿﻣﺎﻥ ﺗﻧﻔﻳﺫ ﺍﻟﻣﺷﺭﻭﻉ‬

‫‪ ‬ﻣﺛﺎﻝ‪ :‬ﻋﺩﺩ ﺍﻟﻣﺷﺎﺭﻛﻳﻥ ﺍﻟﺫﻳﻥ ﺣﺿﺭﻭﺍ ﺍﻟﺗﺩﺭﻳﺏ‬

 ‫‪Evaluation Indicators‬‬
‫ﻣﺅﺷﺭﺍﺕ ﺍﻟﺗﻘﻳﻳﻡ‬
‫‪ ‬ﻫﻰ ﻣﺅﺷﺭﺍﺕ ﻣﺭﺗﺑﻁﺔ ﺑﺟﻣﻳﻊ ﺍﻟﻧﺗﺎﺋﺞ ﺃﻋﻠﻰ ﺍﻟﻣﺧﺭﺟﺎﺕ )ﺍﻟﻧﺗﺎﺋﺞ ﻣﺑﺎﺷﺭﺓ‬
‫‪Outcome‬ﻭﺍﻷﺛﺭ ‪Impact‬ﻭﺍﻟﻬﺩﻑ ﺍﻟﻧﻬﺎﺋﻰ ‪(Goal‬‬
‫‪ ‬ﺗﻘﻳﺱ ﺍﻟﺑﻧﻭﺩ ﺍﻟﺗﻰ ﻻ ﻳﺳﻳﻁﺭﻋﻠﻳﻬﺎ ﺍﻟﻣﺷﺭﻭﻉ ﻭﻟﻛﻥ ﻳﺳﺎﻫﻡ ﻓﻳﻬﺎ ) ‪Project‬‬
‫)‪Contribution not Attribution‬‬
‫‪ ‬ﺗﻘﺎﺱ ﻓﻲ ﻣﻧﺗﺻﻑ ﻣﺩﺓ ﺍﻟﻣﺷﺭﻭﻉ‪ ،‬ﻭ ﻋﻧﺩ ﺧﻁ ﺍﻷﺳﺎﺱ ﻭﻓﻰ ﻧﻬﺎﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﻣﺛﺎﻝ‪ % :‬ﺍﻟﻣﺗﺩﺭﻳﺑﻥ ﺍﻟﺫﻳﻥ ﻳﻌﻣﻠﻭﻥ ﺑﺩﻭﺍﻡ ﻛﺎﻣﻝ ‪ 6‬ﺃﺷﻬﺭ ﺑﻌﺩ ﺍﻻﻧﺗﻬﺎء ﺑﻧﺟﺎﺡ‬
‫ﻣﻥ ﺍﻟﺗﺩﺭﻳﺏ‪.‬‬
 ‫ﺇﻋﺩﺍﺩ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺑﻁﺭﻳﻘﺔ ﺗﺷﺎﺭﻛﻳﺔ‬
‫‪ .1‬ﻧﻅﻡ ﻭﺭﺷﺔ ﺍﻟﻌﻣﻝ ‪ -‬ﻧﻘﺎﺷﺎﺕ ﺟﻣﺎﻋﻳﺔ ﺑﻳﻥ ﺍﻷﻓﺭﺍﺩ ﺍﻟﻣﻠﻣﻳﻥ ﺇﻟﻣﺎﻣﺎ ً ﺟﻳﺩﺍً‬
‫ﺑﺎﻟﻣﺷﺭﻭﻉ ﻭﻣﺟﺎﻻﺕ ﺭﺻﺩﻩ ﺍﻟﻣﺧﺗﻠﻔﺔ‬
‫‪ .2‬ﺍﺳﺗﺧﺩﻡ ﺍﻟﻌﺻﻑ ﺍﻟﺫﻫﻧﻲ – ﻗﺎﺋﻣﺔ ﺑﺟﻣﻳﻊ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﺣﺗﻣﻠﺔ ﻟﻛﻝ ﻣﺟﺎﻝ‬
‫ﻣﻥ ﻣﺟﺎﻻﺕ ﺍﻟﺭﺻﺩ‬
‫‪ .3‬ﻧﺎﻗﺵ ﻛﻝ ﻣﺅﺷﺭ ﻣﻊ ﺍﻟﻣﺷﺎﺭﻛﻳﻳﻥ ﻓﻰ ﻭﺭﺷﺔ ﺍﻟﻌﻣﻝ ‪ -‬ﻭﺗﺣ ﱠﻘﻕ ﻣﻥ‬
‫ﻣﻼءﻣﺗﻪ ﻫﻝ ﺣﻘﺎ ً ﻳﻘﻭﻝ ﺷﻳﺋﺎ ً ﻋﻣﺎ ﻧﺭﻳﺩ ﺃﻥ ﻧﻌﺭﻓﻪ؟‪ ،‬ﻭﻗﺎﺑﻠﻳﺗﻪ ﻟﻠﻘﻳﺎﺱ ﻫﻝ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﻣﺗﺎﺣﺔ ﺃﻭ ﻳﻣﻛﻥ ﺟﻣﻌﻬﺎ ﺩﻭﻥ ﺗﻛﻠﻔﺔ ﺑﺎﻫﻅﺔ ﻭﺟﻬﺩ ﺧﺎﺭﻕ؟‬
 ‫ﺇﻋﺩﺍﺩ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺑﻁﺭﻳﻘﺔ ﺗﺷﺎﺭﻛﻳﺔ‬

‫‪ .4‬ﺍﺣﺫﻑ ﺍﻟﻣﺅﺷﺭﺍﺕ ﻏﻳﺭ ﺍﻟﻣﻧﺎﺳﺑﺔ‪ ،‬ﺃﻭ ﺍﻟﺗﻲ ﻳﺻﻌﺏ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﺃﻭ ﻳﺗﻁﻠﺏ‬

‫ﻗﻳﺎﺳﻬﺎ ﺗﻛﻠﻔﺔ ﺑﺎﻫﻅﺔ‪.‬‬
‫‪ .5‬ﺍﺧﺗﺭﻣﻥ ﺍﻟﺟﺯء ﺍﻟﻣﺗﺑﻘﻲ ﻣﻥ ﺍﻟﻘﺎﺋﻣﺔ‪ ،‬ﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﺗﻲ ﺗﻌﺗﻘﺩ ﺃﻧﻬﺎ ﺃﻛﺛﺭ‬
‫ﻣﻼءﻣﺔ ﻟﻘﻳﺎﺱ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻷﻛﺛﺭ ﺻﻠﺔ ﺑﺎﻟﺗﺩﺧﻝ‬
‫‪ .6‬ﺗﺣﻘﻕ ﻭﻧﺎﻗﺵ ﻣﻥ ﻭﻗﺕ ﺇﻟﻰ ﺁﺧﺭ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺕ ﻣﺟﺎﻻﺕ ﺍﻟﺭﺻﺩ‪،‬‬
‫ﻭﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﺧﺗﺎﺭﺓ ﺗﻼﺋﻡ ﻣﺎ ﺗﺣﺗﺎﺟﻪ ﻣﻥ ﻣﻌﻠﻭﻣﺎﺕ‬
‫ﻣﻠﺣﻭﻅﺔ ﻫﺎﻣﺔ ‪ -‬ﺍﻟﻣﺅﺷﺭ ﺍﻟﺟﻳﺩ ﻳﺟﻳﺏ ﻋﻠﻰ ﺳﺅﺍﻝ‪" :‬ﻛﻳﻑ ﺳﻧﻌﺭﻑ ﺇﺫﺍ‬
‫ﺣﻘﻘﻧﺎ ﻫﺫﺍ ﺍﻟﻬﺩﻑ؟" ﺍﻭ " ﻣﺎ ﺍﻟﺩﻟﻳﻝ ﻋﻠﻰ ﺗﺣﻘﻳﻕ ﻫﺫﺍ ﺍﻟﻬﺩﻑ ؟ "‬
 ‫ﺍﻟﺗﺻﻣﻳﻡ ﺍﻟﺟﻳﺩ ﻟﻠﻣﺅﺷﺭﺍﺕ‬
‫ﻣﻌﺎﻳﻳﺭ ﺟﻭﺩﺓ ﺍﻟﻣﺅﺷﺭﺍﺕ ‪SMART‬‬
‫‪S‬‬ ‫‪Specific‬‬ ‫ﻣﺣﺩﺩﺓ‬
‫‪M‬‬ ‫‪Measurable‬‬ ‫ﻗﺎﺑﻝ ﻟﻠﻘﻳﺎﺱ‬
‫‪A‬‬ ‫‪Accurate‬‬ ‫ﺩﻗﻳﻘﺔ‬
‫‪R‬‬ ‫‪Realistic‬‬ ‫ﺍﻟﻮﺍﻗﻌﻴﺔ‬
‫‪T‬‬ ‫‪Time-bound‬‬ ‫ﺍﻟﺗﻘﻳﺩ ﺑﺯﻣﻥ‬

‫ﻣﻠﺣﻭﻅﺔ ﻫﺎﻣﺔ ‪ -‬ﻻ ﺗﺳﺗﻭﻓﻲ ﻛﻝ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺗﻠﻙ ﺍﻟﻣﻌﺎﻳﻳﺭ‬

 ‫ﻣﻌﺎﻳﻳﺭ ﺟﻭﺩﺓ ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫ﻣﺣﺩﺩﺓ – ‪Specific‬‬
‫‪ ‬ﺑﺳﻳﻁﺔ ‪ -‬ﺳﻬﻠﺔ ﺍﻟﻔﻬﻡ ﻟﻠﻘﺎﺋﻣﻳﻥ ﻋﻠﻰ ﺗﻧﻔﻳﺫ ﺍﻟﻣﺷﺭﻭﻉ ﻭﺍﻟﺷﺭﻛﺎء‬
‫‪ ‬ﺗﻘﻳﺱ ﺷﺊ ﻭﺍﺣﺩ ﻓﻘﻁ ‪ -‬ﻭﺣﺩﺓ ﻗﻳﺎﺱ ﻭﺍﺿﺣﺔ ‪ -‬ﺗﻌﺭﻳﻑ ﻛﻝ ﻣﺻﻁﻠﺢ ﺑﻭﺿﻭﺡ‬
‫‪ ‬ﻣﺛﺎﻝ – ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﺍﻷﺛﺭ ‪:Impact‬‬
‫‪ %50‬ﻣﻥ ﺍﻟﻣﺯﺍﺭﻋﻳﻥ ﻓﻲ ﻣﺷﺭﻭﻉ ﺍﻟﻧﻭﺑﺭﻳﺔ ﻳﺳﺗﺧﺩﻣﻭﻥ ﺍﻟﻣﺑﻳﺩﺍﺕ ﻓﻰ ﺯﺭﺍﻋﺔ‬
‫ﺍﻟﻔﻭﻝ ﻭﺍﻟﺑﻁﺎﻁﺱ ﻭﺣﻘﻭﻝ ﺍﻷﺭﺯ‪ ،‬ﻭﺫﻟﻙ ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻟﺗﻘﻧﻳﺎﺕ ﺍﻵﻣﻧﺔ ﻭﺍﻟﻣﻧﺎﺳﺑﺔ‬
‫ﺑﺣﻠﻭﻝ ﻳﻭﻟﻳﻭ ‪2014‬‬
‫‪ ‬ﻣﺛﺎﻝ – ﻋﻧﺩ ﻣﺳﺗﻭﻯ ﺍﻟﻧﺗﺎﺋﺞ ‪:Outcome‬‬
‫‪ %‬ﺍﻟﻣﺯﺍﺭﻋﻳﻥ ﺍﻟﺫﻳﻥ ﻳﺭﺗﺩﻭﻥ ﻣﻼﺑﺱ ﻭﺍﻗﻳﺔ ﺃﺛﻧﺎء ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﺑﻳﺩﺍﺕ‬
 ‫ﻣﻌﺎﻳﻳﺭ ﺟﻭﺩﺓ ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫ﻗﺎﺑﻠﺔ ﻟﻠﻘﻳﺎﺱ – ‪Measurable‬‬
‫‪ ‬ﻳﻣﻛﻥ ﺗﺣﺩﻳﺩ ﻭﺣﺩﺍﺕ ﺍﻟﻘﻳﺎﺱ ﻣﺛﻝ‪" :‬ﺯﻳﺎﺩﺓ ﻓﻲ ﺍﻹﻧﺗﺎﺝ" = ﻛﺟﻡ ﻣﻥ‬
‫ﺍﻟﺣﺑﻭﺏ ﺳﻧﻭﻳﺎ – ‪Unit of Measurement‬‬
‫‪ ‬ﺗﺟﻧﺏ ﺍﺳﺗﺧﺩﺍﻡ ﺍﻟﻣﺻﻁﻠﺣﺎﺕ ﺍﻟﻌﺎﻣﺔ ﺍﻭ ﺍﻟﻐﺎﻣﺿﺔ ﻣﺛﻝ ” ﺗﺣﺳﻳﻥ‬
‫ﺍﻟﻣﻣﺎﺭﺳﺎﺕ ﺍﻟﺻﺣﻳﺔ ” ”ﺭﻓﻊ ﻣﺳﺗﻭﻯ ﺍﻟﻣﻌﻳﺷﺔ“‬
 ‫ﻣﻌﺎﻳﻳﺭ ﺟﻭﺩﺓ ﺍﻟﻣﺅﺷﺭ‬
‫ﺩﻗﻳﻘﺔ – ‪Accurate‬‬
‫‪ ‬ﻳﻌﺗﻣﺩ ﻋﻠﻳﻬﺎ‪ :‬ﺳﺗﻛﻭﻥ ﺍﻟﻧﺗﺎﺋﺞ ﺫﺍﺗﻬﺎ ﺑﺻﺭﻑ ﺍﻟﻧﻅﺭ ﻋﻥ ﺍﻟﺟﻬﺔ ﺍﻟﺗﻲ ﺗﻘﻭﻡ‬
‫ﺑﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫‪ ‬ﺣﺳﺎﺳﺔ ﺑﻣﺎ ﻳﻛﻔﻲ ﻟﻘﻳﺎﺱ ﺍﻟﺗﻐﻳﺭ‬

‫ﺍﻟﻭﺍﻗﻌﻳﺔ ‪Realistic -‬‬

‫‪ ‬ﻗﺎﺑﻠﺔ ﻟﻠﺗﺣﻘﻳﻕ‪ ،‬ﻣﻥ ﺣﻳﺙ ﺍﻟﻭﻗﺕ & ﺍﻟﻣﻭﺍﺭﺩ ﺍﻟﻣﺗﺎﺣﺔ ﻟﺟﻣﻊ ﻭﺗﺣﻠﻳﻝ‬
 ‫ﻣﻌﺎﻳﻳﺭ ﺟﻭﺩﺓ ﺍﻟﻣﺅﺷﺭ‬
‫– ‪Time-bound& Includes Targets‬‬
‫ﻣﺣﺩﺩﺓ ﺍﻟﻭﻗﺕ ﻭﻣﺗﺿﻣﻧﺔ ﺍﻷﻫﺩﺍﻑ‬
‫‪ ‬ﻣﺣﺩﺩﺓ ﺍﻟﻔﺗﺭﺓ ﺍﻟﺯﻣﻧﻳﺔ ﺍﻟﺗﻲ ﻳﺗﻡ ﺗﺣﻘﻳﻕ ﺍﻟﻧﺗﺎﺋﺞ ﺧﻼﻟﻬﺎ‪.‬‬
‫‪ ‬ﺍﻷﻫﺩﺍﻑ ﺍﻟﻣﻭﺿﺣﺔ ﻋﺎﺩﺓ ﺑﻧﻬﺎﻳﺔ ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﺃﻫﺩﺍﻑ ﻋﻣﺭ ﺍﻟﻣﺷﺭﻭﻉ )ﻋﻠﻰ ﺳﺑﻳﻝ ﺍﻟﻣﺛﺎﻝ ﺭﺑﻊ ﺳﻧﻭﻳﺔ‪ ،‬ﺳﻧﻭﻳﺔ( ﻣﺣﺩﺩﺓ‬
‫ﻓﻲ ﺧﻁﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ‪.‬‬
 ‫ﻣﻌﺎﻳﻳﺭ ﺟﻭﺩﺓ ﺍﻟﻣﺅﺷﺭ‬
‫ﺗﺩﺭﻳﺏ ﻋﻠﻰ ﺻﻳﺎﻏﺔ ﺍﻟﻣﺅﺷﺭ ﺍﻟﺟﻳﺩ‬

‫ﺍﻟﻣﺅﺷﺭﺍﺕ ﻟﻳﺳﺕ ﺃﻫﺩﺍﻑ ﺃﻭ ﺍﻟﻧﺗﺎﺋﺞ ‪ -‬ﻷﻧﻬﺎ ﻻ ﺗﺣﺩﺩ ﻣﺳﺗﻭﻯ ﻣﻌﻳﻥ ﻣﻥ‬

‫ﺍﻹﻧﺟﺎﺯ‪.‬‬
‫ﻋﺑﺎﺭﺓ "ﺗﺣﺳﻥ"‪" ،‬ﺯﻳﺎﺩﺓ"‪" ،‬ﺍﻛﺗﺳﺑﺕ" ”ﺭﻓﻊ ﻣﺳﺗﻭﻯ”ﻭﻏﻳﺭﻫﺎ ﻻ ﺗﺳﺗﺧﺩﻡ‬
‫ﻓﻲ ﺻﻳﺎﻏﺔ ﺍﻟﻣﺅﺷﺭﺍﺕ‬
 ‫ﺍﻷﻧﺟﺎﺯﺍﺕ ﺍﻟﻣﺭﺣﻠﻳﺔ ‪ VS‬ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫ﺍﻟﻣﺅﺷﺭﺍﺕ‬ ‫ﺍﻷﻧﺟﺎﺯﺍﺕ ﺍﻟﻣﺭﺣﻠﻳﺔ‬
‫ﺗﻘﻳﺱ ﺩﺭﺟﺔ ﻓﺎﻋﻠﻳﺔ ﺧﻁﺔ ﺍﻟﻌﻣﻝ ﻓﻲ ﺗﺣﻘﻳﻕ ﺃﻫﺩﺍﻓﻬﺎ‬ ‫ﺗﺗﺎﺑﻊ ﺍﻟﺟﺩﻭﻝ ﺍﻟﺯﻣﻧﻲ ﻟﺗﻧﻔﻳﺫ ﺧﻁﺔ ﺍﻟﻌﻣﻝ ﻟﻠﻣﺷﺭﻭﻉ‬
‫ﺍﻟﻧﻘﺎﻁ ﺍﻟﻣﺭﺟﻌﻳﺔ ﺍﻟﺗﻲ ﺗﻭﺿﺢ ﺍﻷﺣﺩﺍﺙ ﻓﻲ ﺧﻁﺔ ﺍﻟﻌﻣﻝ ﻣﻘﻳﺎﺱ ﺍﻟﺗﻘﺩﻡ ﺍﻟﻣﺣﺭﺯ ﻧﺣﻭ ﺃﻫﺩﺍﻑ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺍﻟﺗﻲ ﻳﻣﻛﻥ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻟﻣﺗﺎﺑﻌﺔ ﺍﻟﺗﻘﺩﻡ ﺍﻟﻣﺣﺭﺯ ﺃﺛﻧﺎء‬
‫ﺗﻧﻔﻳﺫ ﺍﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ‬

‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺟﻭﺍﻧﺏ ﺍﻟﺟﻭﺩﺓ ﻭﺍﻟﻛﻣﻳﺔ ﻭﺍﻟﺗﻭﻗﻳﺕ‬ ‫ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ ﻭﺍﻟﻭﻗﺕ ﻭﺍﻟﺗﻛﻠﻔﺔ ﺍﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻧﺗﺎﺋﺞ ﻭﺍﻷﺛﺭ ﺍﻟﻣﺗﻭﻗﻊ ﻟﻠﻣﺷﺭﻭﻉ‬ ‫ﺑﺎﻷﻧﺷﻁﺔ‬
‫ﻣﺛﺎﻝ‪ :‬ﺍﻟﻣﻭﺍﻋﻳﺩ ﺍﻟﻣﺧﻁﻁﺔ ﻟﺑﺩء ﺃﻭ ﺍﻻﻧﺗﻬﺎء ﻣﻥ ﺍﻟﻧﺷﺎﻁ ﻣﺛﺎﻝ‪ :‬ﺍﻛﺗﺳﺎﺏ ﺍﻟﻣﺗﺩﺭﺑﻳﻥ ﻣﻬﺎﺭﺍﺕ ﻭ ﻣﻌﺎﺭﻑ ﺍﻟﺗﻘﻳﻳﻡ ﻭ‬
‫‪ ” -‬ﺗﺻﻣﻳﻡ ﺍﻟﻣﺣﺗﻭﻯ ﺍﻟﺗﺩﺭﻳﺑﻰ ﻟﺩﻭﺭﺓ ﺍﻟﺗﻘﻳﻳﻡ ﻭ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻟﻠﻣﺷﺭﻭﻋﺎﺕ‬
‫ﻟﻠﻣﺷﺭﻭﻋﺎﺕ“‬
 ‫ﺍﻷﻧﺟﺎﺯﺍﺕ ﺍﻟﻣﺭﺣﻠﻳﺔ ‪ VS‬ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫‪ ‬ﻳﻘﺎﺱ ﺗﻘﺩﻡ ﺍﻟﻣﺷﺭﻭﻉ ﻣﻥ ﺣﻳﺙ ‪:‬‬
‫‪ .1‬ﺍﻷﻧﺟﺎﺯﺍﺕ ﺍﻟﻣﺭﺣﻠﻳﺔ ﻟﻠﻣﺷﺭﻭﻉ )ﻣﻊ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺍﻟﺟﻭﺩﺓ ﻭﺍﻟﻭﻗﺕ‬
‫ﻭﺍﻟﺗﻛﻠﻔﺔ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻷﻧﺷﻁﺔ(‬
‫‪ .2‬ﻣﺅﺷﺭﺍﺕ ﺍﻷﺩﺍء )ﻣﻊ ﺍﻟﺗﺭﻛﻳﺯ ﻋﻠﻰ ﺟﻭﺍﻧﺏ ﺍﻟﺟﻭﺩﺓ ﻭﺍﻟﻛﻣﻳﺔ ﻭﺍﻟﺗﻭﻗﻳﺕ‬
‫ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﻧﺗﺎﺋﺞ ﻭﺍﻷﺛﺭ ﺍﻟﻣﺗﻭﻗﻊ ﻟﻠﻣﺷﺭﻭﻉ(‬

‫ﻳﻘﻳﻳﻡ ﻣﺷﺭﻭﻉ ﻣﻥ ﺣﻳﺙ ﺍﻟﺗﻧﻔﻳﺫ )ﺑﺎﺳﺗﺧﺩﺍﻡ ﺍﻷﻧﺟﺎﺯﺍﺕ ﺍﻟﻣﺭﺣﻠﻳﺔ( ﻭﻣﻥ ﺣﻳﺙ‬

‫ﺗﺣﻘﻳﻕ ﺍﻟﻧﺗﺎﺋﺞ )ﺑﺎﺳﺗﺧﺩﺍﻡ ﻣﺅﺷﺭﺍﺕ ﺍﻷﺩﺍء(‬
 ‫ﺻﻳﺎﻏﺔ ﺍﻟﻣﺅﺷﺭﺍﺕ‬
‫ﻣﺟﻣﻭﻋﺔ ﻋﻣﻝ‬

‫ﺻﻳﺎﻏﺔ ﺍﻟﻣﺅﺷﺭﺍﺕ ﻟﻣﺷﺭﻭﻋﻙ‬

‫ﻋﻧﺩ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻟﺳﻠﺳﻠﺔ ﺍﻟﻧﺗﺎﺋﺞ‬
‫ﺷﻛﺭﺍ ﻟﺣﺳﻥ ﺃﺳﺗﻣﺎﻋﻛﻡ‬
 ‫)‪Eg ypt Civil Society Support Project (ECSS‬‬

‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬

‫ﺃﻛﺗﻭﺑﺭ‪ -2010‬ﺳﺑﺗﻣﺑﺭ‪2013‬‬

‫ﺇﻥ ﺍﻵﺭﺍء ﻭ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻰ ﻳﺗﺿﻣﻧﻬﺎ ﻫﺫﺍ ﺍﻟﻌﺭﺽ ﻋﻠﻰ ﻣﺳﺋﻭﻟﻳﺔ ﺍﻟﻛﺎﺗﺏ ﻭﻻ ﻳﻌﻛﺱ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺁﺭﺍء‬
‫ﺍﻟﻭﻛﺎﻟﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ ﺃﻭ ﺍﻟﺣﻛﻭﻣﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ‬
‫ﺍﻟﺟﻠﺳﺔ ﺍﻟﺛﺎﻟﺛﺔ‬

‫ﻣﺻﺎﺩﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
 ‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﻟﻣﺎﺫﺍ ﻧﻘﻭﻡ ﺑﺟﻣﻌﻬﺎ؟‬
‫• ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻹﺣﺻﺎﺋﻳﺔ ﻫﻰ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻰ ﻳﻬﺗﻡ ﺍﻟﻣﺷﺭﻭﻉ ﺑﺟﻣﻌﻬﺎ ﻋﻥ ﺍﻟﺗﺩﺧﻼﺕ‬
‫ﺍﻟﺗﻲ ﻳﻌﻣﻝ ﻓﻰ ﻧﻁﺎﻗﻬﺎ ﺑﻬﺩﻑ ﺍﻟﻣﺳﺎﻋﺩﺓ ﻓﻰ ﺗﺣﺩﻳﺩ ﺩﺭﺟﺔ ﻭﻣﻌﺩﻻﺕ ﺍﻹﻧﺟﺎﺯ‬
‫ﻟﻣﺅﺷﺭﺍﺕ ﺍﻷﺩﺍء‪.‬‬
‫• ﺇﻥ ﺗﻭﺍﻓﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻫﻲ ﺍﻟﻌﻣﺎﺩ ﺍﻻﺳﺎﺳﻲ ﻟﻠﺗﺧﻁﻳﻁ ﻟﻠﺑﺭﺍﻣﺞ‬
‫ﻭﺍﻟﻣﺷﺭﻭﻋﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ‪ ،‬ﻓﻔﻲ ﺟﻣﻳﻊ ﺍﻟﺩﻭﻝ ﻧﺟﺩ ﺃﻥ ﻣﻌﻅﻡ ﺃﺟﻬﺯﺓ ﺍﻟﺩﻭﻟﺔ ﻻ ﻳﻣﻛﻥ ﺃﻥ‬
‫ﺗﻘﻭﻡ ﺑﻌﻣﻠﻬﺎ ﺑﺩﻭﻥ ﺗﻭﺍﻓﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻓﻲ ﺍﻟﻣﺟﺎﻻﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ‪.‬‬
‫• ﻭﻓﻲ ﻣﺟﺎﻝ ﺍﻟﻌﻣﻝ ﺍﻷﻫﻠﻲ ﺗﻣﺛﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺃﻫﻡ ﺃﺩﻭﺍﺕ ﺍﻟﺗﺧﻁﻳﻁ ﻭﻣﻥ‬
‫ﺧﻼﻝ ﺗﻭﺍﻓﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻳﻣﻛﻥ ﺗﺣﺩﻳﺩ ﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﻣﺳﺗﻘﺑﻠﻳﺔ ﻭﻛﺫﻟﻙ ﺗﺣﺩﻳﺩ‬
‫ﺍﻻﺣﺗﻳﺎﺟﺎﺕ ﺍﻟﺗﺩﺭﻳﺑﻳﺔ‪.‬‬
 ‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺛﺎﻧﻭﻳﺔ‬

‫ﺑﻳﺎﻧﺎﺕ‬ ‫ﺑﻳﺎﻧﺎﺕ ﺩﺍﺧﻠﻳﺔ‬

‫ﺧﺎﺭﺟﻳﺔ‬

‫ﻏﻳﺭ‬ ‫ﺃﺧﺭﻯ‬ ‫ﺇﺣﺻﺎءﺍﺕ‪.‬‬ ‫ﺗﻘﺎﺭﻳﺭ‪.‬‬ ‫ﺑﺣﻭﺙ‪.‬‬

‫ﺭﺳﻣﻳﺔ‬
‫ﺭﺳﻣﻳﺔ‬

‫ﺇﺣﺻﺎءﺍﺕ‬ ‫ﺑﺣﻭﺙ‬ ‫ﺇﺣﺻﺎءﺍﺕ‬ ‫ﺑﺣﻭﺙ‬

 ‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻷﻭﻟﻳﺔ‬

‫ﻣﺻﺎﺩﺭ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻷﻭﻟﻳﺔ‬

‫ﺃﺧﺭﻯ‬ ‫ﺗﺟﺎﺭﺏ‪.‬‬ ‫ﻣﻼﺣﻅﺔ‪.‬‬ ‫ﻣﺳﻭﺡ‪.‬‬

‫ﺟﻣﻊ ﻭﺗﺳﺟﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ‬
 ‫ﺟﻣﻊ ﻭﺗﺳﺟﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ‪ /‬ﺍﻷﺳﺎﺳﻳﺔ‬
‫‪Baseline‬‬
‫ﻣﺎ ﺍﻟﻣﻘﺻﻭﺩ ﺑﺎﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ؟‬
‫• ﻫﻲ ﺗﻠﻙ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺗﻲ ﺗﻌﺑﺭ ﻋﻥ ﺍﻟﻭﺿﻊ ﺍﻟﺣﺎﻟﻲ ﻟﻠﻧﺎﺱ‪ ،‬ﺃﻭ ﺍﻟﻣﻭﺍﻗﻑ‪ ،‬ﺃﻭ‬
‫ﺍﻟﻣﻣﺎﺭﺳﺎﺕ‪ ،‬ﺃﻭ ﺍﻟﺑﻳﺋﺔ ﺍﻟﻣﺎﺩﻳﺔ ﻗﺑﻝ ﺗﻧﻔﻳﺫ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ ﺑﻬﺩﻑ ﺇﺣﺩﺍﺙ‬
‫ﺗﻐﻳﻳﺭﺍﺕ ﻓﻲ ﻫﺫﻩ ﺍﻟﻅﺭﻭﻑ‪.‬‬

‫ﻣﺎ ﺃﻫﻣﻳﺔ ﻭﺟﻭﺩ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ؟‬

‫• ﺇﻥ ﺗﻭﺍﻓﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ ﻟﻛﻝ ﻣﺅﺷﺭ ﺗﻡ ﺍﺧﺗﻳﺎﺭﻩ ﻟﻘﻳﺎﺱ ﻣﺧﺭﺟﺎﺕ ﻭﻧﺗﺎﺋﺞ‬
‫ﺍﻟﻣﺷﺭﻭﻉ ﻭﻫﺩﻓﻪ ﺍﻟﻧﻬﺎﺋﻲ ﻣﻥ ﺷﺄﻧﻪ ﻣﺳﺎﻋﺩﺓ ﻣﺩﻳﺭﻱ ﺍﻟﻣﺷﺭﻭﻉ ﻋﻠﻰ ﺗﺣﺩﻳﺩ‬
‫ﻣﺩﻯ ﻣﺎ ﻳﺣﺩﺙ ﻣﻥ ﺗﻘﺩﻡ ﻓﻲ ﺍﺗﺟﺎﻩ ﺗﺣﻘﻳﻕ ﻫﺫﻩ ﺍﻟﻧﺗﺎﺋﺞ‪.‬‬
 ‫ﺃﻫﻣﻳﺔ ﺟﻣﻊ ﻭﺗﺳﺟﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ‪/‬‬
‫ﺍﻷﺳﺎﺳﻳﺔ ‪Baseline‬‬
‫ﺗﺎﺑﻊ ﺃﻫﻣﻳﺔ ﻭﺟﻭﺩ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ‪:‬‬
‫• ﻳﺗﻳﺢ ﺃﻣﺎﻣﻙ ﺍﻟﻔﺭﺻﺔ ﻟﻠﺭﺑﻁ ﺑﻳﻥ ﻣﺎ ﻳﺣﺩﺙ ﻣﻥ ﺗﻐﻳﺭﺍﺕ ﺇﻳﺟﺎﺑﻳﺔ ﻭﺑﻳﻥ ﺃﻧﺷﻁﺔ‬
‫ﺍﻟﻣﺷﺭﻭﻉ ﺍﻟﺗﻲ ﻳﻘﻭﻡ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ ﺑﺗﻧﻔﻳﺫﻫﺎ ﻭﻓﻘﺎ ﻟﺧﻁﺔ ﺍﻟﻌﻣﻝ ﺍﻟﺗﻲ ﻗﻣﺕ‬
‫ﺑﻭﺿﻌﻬﺎ‪.‬‬
‫• ﻫﺫﻩ ﺍﻟﻌﻣﻠﻳﺔ ﻣﻥ ﺷﺄﻧﻬﺎ ﻣﺳﺎﻋﺩﺓ ﺍﻟﻣﺩﻳﺭﻳﻥ ﻋﻠﻰ ﺗﺣﺩﻳﺩ ﺃﻱ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﺃﻛﺛﺭ ﻓﺎﻋﻠﻳﺔ ﻓﻲ ﺇﺣﺩﺍﺙ ﺍﻟﺗﻐﻳﻳﺭﺍﺕ ﺍﻟﻣﺳﺗﻬﺩﻓﺔ ﻭﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻬﺩﻑ ﺍﻟﻧﻬﺎﺋﻲ‬
‫ﻟﻠﻣﺷﺭﻭﻉ‪.‬‬
 ‫ﻣﻼﺣﻅﺎﺕ ﻫﺎﻣﺔ ﻋﻧﺩ‬
‫ﺟﻣﻊ ﻭﺗﺳﺟﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ‪ /‬ﺍﻷﺳﺎﺳﻳﺔ ‪Baseline‬‬
‫• ﺑﻣﺟﺭﺩ ﺣﺻﻭﻟﻙ ﻋﻠﻰ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ ﻋﻠﻳﻙ ﺗﺳﺟﻳﻝ ﻗﻳﻣﻬﺎ ﻭﺍﻟﺗﺎﺭﻳﺦ ﺍﻟﺗﻲ‬
‫ﺟﻣﻌﺕ ﻓﻳﻪ ﺇﻟﻰ ﺟﺎﻧﺏ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﻣﺣﺩﺩﺓ ﺍﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻣﺻﺩﺭ ﻭﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ‬
‫ﺗﻡ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﻲ ﺟﻣﻊ ﻫﺫﻩ ﺍﻟﺑﻳﺎﻧﺎﺕ‪.‬‬
‫• ﻳﻔﺿﻝ ﺃﻥ ﺗﺳﺗﺧﺩﻡ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ ﺍﻟﺗﻲ ﺗﻡ ﺟﻣﻌﻬﺎ ﻓﻲ ﺍﻟﺗﻘﺭﻳﺭ ﺍﻟﺭﺑﻊ ﺳﻧﻭﻱ‬
‫ﺍﻷﻭﻝ ﺍﻟﺫﻱ ﻳﺭﻓﻊ ﺇﻟﻰ ﺍﻟﻌﻣﻼء ﻭﺃﺻﺣﺎﺏ ﺍﻟﻣﺻﻠﺣﺔ ﺍﻟﻣﻌﻧﻳﻳﻥ ﺣﺗﻰ ﻳﻛﻭﻥ‬
‫ﺍﻟﺟﻣﻳﻊ ﻋﻠﻰ ﺩﺭﺍﻳﺔ ﺑﺎﻟﻣﻭﻗﻑ ﺍﻟﺣﺎﻟﻲ ﻗﺑﻝ ﺍﻟﺑﺩء ﻓﻲ ﺗﻧﻔﻳﺫ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫• ﻻﺑﺩ ﺃﻥ ﻳﻛﻭﻥ ﻣﺻﺩﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺫﻱ ﻳﺳﺗﺧﺩﻡ ﻓﻲ ﺛﻳﺎﺱ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ ﻫﻭ‬
‫ﻧﻔﺱ ﺍﻟﻣﺻﺩﺭ ﻟﻘﻳﺎﺱ ﺍﻟﻣﺅﺷﺭ ﻻﺣﻘﺎ ً‬
‫ﺷﻛﺭﺍ ﻟﻛﻡ ﻋﻠﻰ ﺣﺳﻥ‬
‫ﻣﺷﺎﺭﻛﺗﻛﻡ‬

‫‪10‬‬
 ‫ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫)‪Performance Monitoring Plan (PMP‬‬

‫)‪Egypt Civil Society Support Program (ECSS‬‬

‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬
‫ﺍﻟﻣﻣﻭﻝ ﻣﻥ ﺍﻟﻭﻛﺎﻟﺔ ﺍﻻﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ‬
‫ﺃﻛﺗﻭﺑﺭ ‪ – 2010‬ﺳﺑﺗﻣﺑﺭ ‪2013‬‬
 ‫ﺻﻳﺎﻏﺔ ﻭﺗﺻﻣﻳﻡ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫‪ ‬ﻣﺳﺋﻭﻝ‪ /‬ﻭﺣﺩﺓ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻡ ﺑﺎﻟﺑﺭﻧﺎﻣﺞ ﻳﻘﻭﻡ ﺑﺗﺻﻣﻳﻡ ﺍﻟﺧﻁﺔ‬
‫‪ ‬ﺗﺳﺎﻋﺩ ﻋﻠﻰ ﻣﺗﺎﺑﻌﺔ ﻛﺎﻓﺔ ﺃﻧﺷﻁﺔ ﺍﻟﻣﺷﺭﻭﻉ ﻭﺍﻟﺗﺣﻘﻕ ﻣﻥ ﻗﻳﺎﺱ ﻧﺳﺏ‬
‫ﺍﻹﻧﺟﺎﺯ ﻟﻛﻝ ﻣﺅﺷﺭ ﻣﻥ ﻣﺅﺷﺭﺍﺕ ﺍﻟﻘﻳﺎﺱ ﻭﺍﻟﺗﻲ ﺗﻡ ﺍﻻﺗﻔﺎﻕ ﻋﻠﻳﻬﺎ ﻭﺇﺿﺎﻓﺗﻬﺎ‬
‫ﻟﻺﻁﺎﺭ ﺍﻟﻣﻧﻁﻘﻰ ﻟﻠﻧﺗﺎﺋﺞ‪.‬‬
‫‪ ‬ﺗﻠﺗﺯﻡ ﺍﻟﺧﻁﺔ ﺑﻭﺿﻊ ﺟﺩﻭﻝ ﺯﻣﻧﻲ ﻷﻧﺷﻁﺔ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺗﻭﺯﻳﻊ‬
‫ﺍﻟﻣﺳﺋﻭﻟﻳﺎﺕ ﻋﻠﻰ ﺃﻓﺭﺍﺩ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ‬
 ‫ﻋﻧﺎﺻﺭ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫‪ ‬ﺍﻟﻣﺅﺷﺭ ‪ :Indicator‬ﺍﻛﺗﺏ ﺇﺳﻡ ﺍﻟﻣﺅﺷﺭ ﺍﻟﺫﻱ ﺳﻳﺗﻡ ﺍﺳﺗﺧﺩﺍﻣﻪ ﻓﻲ ﻗﻳﺎﺱ‬
‫ﺍﻟﻧﺗﻳﺟﺔ‪.‬‬
‫‪ ‬ﺍﻟﺗﻌﺭﻳﻑ ‪ : Definition‬ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﺗﻌﺭﻳﻑ ﺍﻟﻣﺅﺷﺭ ﻭﺍﺿﺣﺎ ﺑﺣﻳﺙ‬
‫ﺃﻥ ﻛﻝ ﻓﺭﺩ ﻓﻲ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ ﻭﺍﻟﺷﺭﻛﺎء ﻳﻔﻬﻡ ﻣﺎ ﻳﻌﻧﻳﻪ ﻭﺍﻟﻧﻭﻉ ﺍﻟﻣﺣﺩﺩ ﻣﻥ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺗﻲ ﻳﻧﺑﻐﻲ ﺟﻣﻌﻬﺎ ﻓﻳﻣﺎ ﻳﺗﻌﻠﻕ ﺑﻬﺫﺍ ﺍﻟﻣﺅﺷﺭ‪.‬‬
‫‪ ‬ﺍﻟﺗﺻﻧﻳﻑ ﺃﻭ ﺍﻟﺗﻘﺳﻳﻡ ﺇﻟﻰ ﻓﺋﺎﺕ ‪ : Disaggregation‬ﺍﻟﺫﻛﻭﺭ ﻭﺍﻹﻧﺎﺙ‬
‫)ﺍﻟﻧﻭﻉ ﺍﻹﺟﺗﻣﺎﻋﻲ(‪ ،‬ﺃﻭ ﺍﻟﻔﺋﺔ ﺍﻟﻌﻣﺭﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﻣﻭﻗﻊ‪ ،‬ﺍﻟﺦ‪.‬‬
 ‫ﺗﺎﺑﻊ – ﻋﻧﺎﺻﺭ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫‪ ‬ﻣﺻﺩﺭ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪ :Data Source‬ﻭﺛﻳﻕ ﻣﺻﺩﺭ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻟﻬﺫﺍ‬
‫ﺍﻟﻣﺅﺷﺭ‪ .‬ﻣﺛﺎﻝ‪ :‬ﻣﻛﺗﺏ ﺍﻹﺣﺻﺎءﺍﺕ ﺑﻭﺯﺍﺭﺓ ﺍﻟﺯﺭﺍﻋﺔ‪ ،‬ﺍﻟﺗﻘﺭﻳﺭ ﺍﻟﺳﻧﻭﻱ‬
‫ﺣﻭﻝ ﺍﻟﺻﺎﺩﺭﺍﺕ ﺍﻟﺯﺭﺍﻋﻳﺔ‪ .‬ﻳﺟﺏ ﺃﻥ ﺗﻛﻭﻥ ﺩﻗﻳﻘﺎ ً ﻟﻠﻐﺎﻳﺔ ﺣﺗﻰ ﺗﺣﺩﺩ‬
‫ﻣﺻﺎﺩﺭ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻓﻲ ﻛﻝ ﻣﺭﺓ ﺗﺣﺗﺎﺝ ﻟﺟﻣﻌﻬﺎ‪ .‬ﺇﺳﺗﺧﺩﻡ ﻧﻔﺱ ﺍﻟﻣﺻﺩﺭ‬
‫ﻛﻝ ﻣﺭﻩ ﻁﻭﺍﻝ ﻓﺗﺭﺓ ﺣﻳﺎﺓ ﺍﻟﻣﺷﺭﻭﻉ‬
‫‪ ‬ﻣﺳﺗﻬﺩﻓﺎﺕ ﺍﻷﺩﺍء ‪ :Performance Targets‬ﺗﻭﺿﺢ ﻣﺳﺗﻭﻯ‬
‫ﺍﻟﻧﺟﺎﺡ ﺍﻟﺫﻱ ﻳﻬﺩﻑ ﺍﻟﻣﺷﺭﻭﻉ ﻟﺗﺣﻘﻳﻘﻪ ﺑﻧﻬﺎﻳﺔ ﻣﺩﺓ ﺍﻟﻣﻧﺣﺔ‪.‬‬
 ‫ﺗﺎﺑﻊ – ﻋﻧﺎﺻﺭ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫‪ ‬ﻁﺭﻳﻘﺔ ﺟﻣﻊ ﻭﺗﺣﻠﻳﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪:Methodology‬‬
‫‪ .1‬ﺇﺫﺍ ﻛﻧﺕ ﺳﺗﺣﺻﻝ ﻋﻠﻰ ﺑﻳﺎﻧﺎﺕ ﺍﻟﻣﺅﺷﺭ ﻣﻥ ﻣﺻﺩﺭ ﻣﻭﺟﻭﺩ ﺑﺎﻟﻔﻌﻝ‬
‫‪ - Secondary Data‬ﺳﺟﻝ ﻛﻳﻑ ﺳﺗﺣﺻﻝ ﻋﻠﻰ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻓﻌﻼً‪ .‬ﻫﻝ‬
‫ﻋﻠﻳﻙ ﺍﻟﺗﻭﺟﻪ ﺇﻟﻰ ﻣﻛﺗﺏ ﻣﻌﻳﻥ؟ ﻫﻝ ﻳﻣﻛﻥ ﺃﻥ ﺗﺭﺳﻝ ﺭﺳﺎﻟﺔ ﺍﻟﻛﺗﺭﻭﻧﻳﺔ ﻟﻁﻠﺏ‬
‫ﺍﻟﻭﺛﻳﻘﺔ ﺃﻭ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻋﻠﻰ ﺃﻥ ﺗﺭﺳﻝ ﺍﻟﻳﻙ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻛﺗﺭﻭﻧﻳﺎ؟‬
‫‪ .2‬ﺇﺫﺍ ﻟﻡ ﻳﻛﻥ ﻫﻧﺎﻙ ﻣﺻﺩﺭﺍ ﻗﺎﺋﻣﺎ ﻟﻠﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﺎﻟﻣﺅﺷﺭ ‪ -‬ﺳﺟﻝ ﺍﻟﻁﺭﻳﻘﺔ ﺍﻟﺗﻲ‬
‫ﺗﻌﺗﺯﻡ ﺍﺳﺗﺧﺩﺍﻣﻬﺎ ﻓﻲ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪ - Primary Data‬ﺃﺩﻭﺍﺕ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫‪ Data Collection Tools‬ﻫﻝ ﺳﺗﻘﻭﻡ ﺑﺎﺟﺭﺍء ﻣﺳﺢ؟ ﻫﻝ ﺳﺗﺟﺭﻱ ﻣﻘﺎﺑﻠﺔ‬
‫ﻣﻊ ﺃﺷﺧﺎﺹ ﻣﻌﻳﻧﻳﻥ؟ ﻫﻝ ﺳﻳﻛﻭﻥ ﻋﻠﻳﻙ ﺗﺣﻠﻳﻝ ﻣﺎ ﺗﺟﻣﻌﻪ ﻣﻥ ﺑﻳﺎﻧﺎﺕ؟ ﻛﻳﻑ ﺳﺗﻔﻌﻝ‬
‫ﺫﻟﻙ؟ ﻫﻝ ﺑﺎﻟﻌﺩ‪ /‬ﺍﻹﺣﺻﺎء ﺍﻟﻌﺩﺩﻱ ﺃﻡ ﺑﺣﺳﺎﺏ ﺍﻟﻣﺗﻭﺳﻁ؟‬
 ‫ﺗﺎﺑﻊ – ﻋﻧﺎﺻﺭ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫‪ ‬ﻣﻥ ﺳﻳﻘﻭﻡ ﺑﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪ :Responsible Person‬ﻣﺎ ﺇﺳﻡ‬
‫ﺍﻟﺷﺧﺹ ﻣﻥ ﺑﻳﻥ ﻓﺭﻳﻕ ﺍﻟﻌﻣﻝ ﺍﻟﻣﺳﺋﻭﻝ ﻋﻥ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺫﺍ‬
‫ﺍﻟﻣﺅﺷﺭ؟ ﻣﺎ ﺇﺳﻡ ﺍﻟﺷﺭﻛﺎء ﺍﻭ ﺍﻷﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ ﺍﻟﻣﺳﺋﻭﻟﺔ ﻋﻥ ﺟﻣﻊ‬
‫ﺍﻟﺑﻳﺎﻧﺎﺕ ؟‬
‫‪ ‬ﻣﻠﺣﻭﻅﺔ ﻫﺎﻣﺔ‪ :‬ﻣﻥ ﺍﻟﺿﺭﻭﺭﻱ ﺗﺛﺑﻳﺕ ﺍﻟﻣﺳﺋﻭﻟﻳﺎﺕ ﻋﻥ ﻫﺫﻩ ﺍﻟﻣﻬﻣﺔ‬
 ‫ﺗﺎﺑﻊ – ﻋﻧﺎﺻﺭ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬
‫‪ ‬ﺩﻭﺭﻳﺔ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪ :Data Collection Frequency‬ﺳﺟﻝ‬
‫ﻋﺩﺩ ﺍﻟﻣﺭﺍﺕ ﺍﻟﺗﻲ ﺳﺗﺟﻣﻊ ﻓﻳﻬﺎ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻬﺫﺍ ﺍﻟﻣﺅﺷﺭ ‪ -‬ﺭﺑﻊ‬
‫ﺳﻧﻭﻳﺔ؟ ﻧﺻﻑ ﺳﻧﻭﻳﺔ؟ ﺳﻧﻭﻳﺔ؟ ﺑﻧﻬﺎﻳﺔ ﻛﻝ ﻋﺎﻡ ﻣﺎﻟﻲ ﺣﻛﻭﻣﻲ؟ ﺳﺟﻝ‬
‫ﺍﻟﺷﻬﺭ ﺍﻟﺫﻱ ﺳﻳﻛﻭﻥ ﻋﻠﻳﻙ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻓﻳﻪ‪.‬‬
‫‪ ‬ﻳﺟﺏ ﻭﺿﻊ ﺟﺩﻭﻝ ﺯﻣﻧﻲ ﺑﺎﻟﻭﻗﺕ ﻹﻋﺩﺍﺩ ﻭﺗﻘﺩﻳﻡ ﺗﻘﺎﺭﻳﺭ ﺗﻘﺩﻡ ﺍﻟﻣﺷﺭﻭﻉ‬
‫ﻟﻠﺟﻬﺔ ﺍﻟﻣﺎﻧﺣﺔ ﺍﻭ ﻟﻸﻁﺭﺍﻑ ﺍﻟﻣﻌﻧﻳﺔ‬
 ‫ﺇﻋﺩﺍﺩ ﻗﺎﻋﺩﺓ ﺑﻳﺎﻧﺎﺕ ﻟﺗﺳﺟﻳﻝ ﺍﻟﻣﺅﺷﺭﺍﺕ‪ ،‬ﻭﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺍﻟﻘﺎﻋﺩﻳﺔ‪ ،‬ﻭﺍﻟﻣﺳﺗﻬﺩﻓﺎﺕ‪ ،‬ﻭﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﺟﺩﻳﺩﺓ‬
‫‪ ‬ﻣﺎ ﺃﻥ ﺗﺑﺩﺃ ﺍﻟﻣﻧﻅﻣﺔ ﻓﻲ ﺟﻣﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ ﻟﻛﻝ ﻣﺅﺷﺭ ﻓﻲ ﻧﻅﺎﻡ‬
‫ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻡ ﺍﻟﺧﺎﺹ ﺑﺎﻟﻣﺷﺭﻭﻉ‪ ،‬ﺗﻅﻬﺭ ﻋﻠﻰ ﺍﻟﻔﻭﺭ ﺍﻟﺣﺎﺟﺔ ﺍﻟﻣﻠﺣﺔ‬
‫ﻹﻧﺷﺎء ﻗﺎﻋﺩﺓ ﺑﻳﺎﻧﺎﺕ ﻟﺗﺧﺯﻳﻥ ﻫﺫﻩ ﺍﻟﺑﻳﺎﻧﺎﺕ ‪.Data Capturing‬‬
‫‪ ‬ﻗﺎﻋﺩﺓ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺗﺳﺟﻝ ﺑﻳﺎﻧﺎﺕ ﻛﻝ ﻣﺅﺷﺭﻭﺗﺭﺗﺑﻬﺎ ﻭﻓﻘﺎ ﻟﻛﻝ ﻧﺗﻳﺟﺔ ﻓﻲ ﺍﻹﻁﺎﺭ‬
‫ﺍﻟﻣﻧﻁﻘﻲ ﻟﻠﻣﺷﺭﻭﻉ‪.‬‬
‫‪ ‬ﺑﻌﺩ ﺇﺩﺧﺎﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﺍﻟﻘﺎﻋﺩﻳﺔ‪ ،‬ﻳﻛﻭﻥ ﻋﻠﻰ ﻧﻔﺱ ﺍﻟﺷﺧﺹ ﺍﻟﻘﻳﺎﻡ ﺑﺈﺩﺧﺎﻝ ﺃﻳﺔ‬
‫ﺑﻳﺎﻧﺎﺕ ﺟﺩﻳﺩﺓ ‪ -‬ﺗﻛﻠﻳﻑ ﺷﺧﺹ ﻭﺍﺣﺩ ﺑﻬﺫﻩ ﺍﻟﻣﺳﺋﻭﻟﻳﺔ ﻳﺣﺩ ﻣﻥ ﺇﻣﻣﻛﺎﻧﻳﺔ‬
‫ﺣﺩﻭﺙ ﺃﺧﻁﺎء ﻓﻲ ﻗﺎﻋﺩﺓ ﺍﻟﺑﻳﺎﻧﺎﺕ‬
‫ﺻﻳﺎﻏﺔ ﻭﺗﺻﻣﻳﻡ ﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‬

‫ﻣﺟﻣﻭﻋﺎﺕ ﻋﻣﻝ‬

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 ‫)‪Eg ypt Civil Society Support Project (ECSS‬‬

‫ﺑﺭﻧﺎﻣﺞ ﺩﻋﻡ ﺍﻟﻣﺟﺗﻣﻊ ﺍﻟﻣﺩﻧﻰ ﺍﻟﻣﺻﺭﻯ‬

‫ﺃﻛﺗﻭﺑﺭ‪ -2010‬ﺳﺑﺗﻣﺑﺭ‪2013‬‬

‫ﺇﻥ ﺍﻵﺭﺍء ﻭ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻰ ﻳﺗﺿﻣﻧﻬﺎ ﻫﺫﺍ ﺍﻟﻌﺭﺽ ﻋﻠﻰ ﻣﺳﺋﻭﻟﻳﺔ ﺍﻟﻛﺎﺗﺏ ﻭﻻ ﻳﻌﻛﺱ ﺑﺎﻟﺿﺭﻭﺭﺓ ﺁﺭﺍء‬
‫ﺍﻟﻭﻛﺎﻟﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ ﻟﻠﺗﻧﻣﻳﺔ ﺍﻟﺩﻭﻟﻳﺔ ﺃﻭ ﺍﻟﺣﻛﻭﻣﺔ ﺍﻷﻣﺭﻳﻛﻳﺔ‬
‫ﻧﺣﻭ ﺗﻘﺎﺭﻳﺭ ﻣﺗﺎﺑﻌﺔ ﻓﻌﺎﻟﺔ‬
 ‫ﻣﺎ ﻫﻭﺍﻟﺗﻘﺭﻳﺭ ﺑﺷﻛﻝ ﻋﺎﻡ؟‬
‫• ﺍﻟﺗﻘﺭﻳﺭ ﻫﻭ ﻭﺳﻳﻠﺔ ﻟﻧﻘﻝ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﻭﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﻘﺭﺍﺭﺍﺕ ﺑﻳﻥ‬
‫ﺍﻟﺟﻬﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﺇﻣﺎ ﺷﻔﻬﻳﺎ ﻭﺇﻣﺎ ﺗﺣﺭﻳﺭﻳﺎ‪،‬‬
‫• ﻭﺑﺎﻟﺗﺎﻟﻲ ﻓﻬﻲ ﻭﺳﻳﻠﺔ ﺇﺩﺍﺭﻳﺔ ﻟﻼﺗﺻﺎﻝ‪ ،‬ﻭﻟﺩﺗﻬﺎ ﺍﻟﺣﺎﺟﺔ ﻟﺩﻯ‬
‫ﺃﻭﻝ ﻣﺩﻳﺭ ﻭﺟﺩ ﺇﻥ ﻣﺭﺅﻭﺳﻳﻪ ﻻ ﻳﻣﻛﻥ ﺍﻥ ﻳﻌﻣﻠﻭﺍ ﺗﺣﺕ ﺑﺻﺭﻩ‬
‫ﻣﺑﺎﺷﺭﺓ ﻁﻭﺍﻝ ﺍﻟﻭﻗﺕ ﻟﺫﻟﻙ ﻛﺎﻥ ﻻﺑﺩ ﻣﻥ ﻭﺳﺎﺋﻝ ﺍﺗﺻﺎﻝ ﺑﺩﻳﻠﺔ‬
‫ﻟﻧﻘﻝ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻣﻥ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﺍﻷﺩﻧﻰ ﺇﻟﻰ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﺍﻷﻋﻠﻰ‬
‫ﻟﻠﺗﻧﻅﻳﻡ ﺍﻟﻘﺎﺋﻡ ‪.‬‬
 ‫ﻣﺎ ﻫﻭﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ؟‬
‫• ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻫﻭ ﺍﻟﻭﺳﻳﻠﺔ ﺍﻟﺗﻲ ﻳﺗﻡ ﺑﻬﺎ ﺍﻟﺗﻌﺭﻑ ﻋﻠﻰ ﺃﺩﺍء‬
‫ﺍﻟﻣﺷﺭﻭﻉ‪،‬‬
‫• ﻭﺑﺎﻟﺗﺎﻟﻲ ﻳﺧﺗﻠﻑ ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻋﻥ ﺗﻘﺎﺭﻳﺭ ﺍﻟﻧﺷﺎﻁ ﻓﻲ ﺇﻧﻪ‬
‫ﻳﺭﻛﺯ ﻋﻠﻰ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﻳﺟﺏ ﺃﻥ ﻳﺣﻘﻘﻬﺎ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫• ﻳﺟﻳﺏ ﻋﻥ ﺳﺅﺍﻝ‪ :‬ﻫﻝ ﻧﺣﻥ ﻧﺳﻳﺭ ﻓﻲ ﺍﻻﺗﺟﺎﻩ ﺍﻟﺻﺣﻳﺢ ؟‬
 ‫ﻣﺗﻰ ﻧﻛﺗﺏ ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ؟‬
‫• ﻳﺟﺏ ﺃﻥ ﻳﻛﻭﻥ ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ ﺩﻭﺭﻳﺎً‪ ،‬ﻭﻳﺗﻡ ﺍﻻﺗﻔﺎﻕ ﺩﺍﺧﻝ ﻛﻝ‬
‫ﻣﺷﺭﻭﻉ ﻋﻠﻰ ﺩﻭﺭﻳﺔ ﺍﻟﺗﻘﺭﻳﺭ ﺳﻭﺍء ﻛﺎﻥ ﺷﻬﺭﻱ ﺃﻭ ﺭﺑﻊ ﺳﻧﻭﻱ‪.‬‬
‫ﻟﻣﻥ ﻳﻘﺩﻡ ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ؟‬
‫• ﺇﺩﺍﺭﺓ ﺍﻟﻣﺷﺭﻭﻉ‪.‬‬
‫• ﺍﻟﺟﻬﺔ ﺍﻟﻣﺎﻧﺣﺔ‪.‬‬
‫• ﺍﻟﺷﺭﻛﺎء‪.‬‬
 ‫ﻣﻥ ﻳﻛﺗﺏ ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ؟‬
‫• ﻣﺳﺋﻭﻝ ﺍﻟﻣﺗﺎﺑﻌﺔ ﻭﺍﻟﺗﻘﻳﻳﻡ ﻫﻭ ﺍﻟﻣﺳﺋﻭﻝ ﻋﻥ ﻛﺗﺎﺑﺔ ﺗﻘﺎﺭﻳﺭ‬
‫ﺍﻟﻣﺗﺎﺑﻌﺔ ﺑﺎﺳﺗﺧﺩﺍﻡ ﻛﺎﻓﺔ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺍﻟﺗﻲ ﺟﻣﻌﻬﺎ ﻭﻓﻘﺎ ً‬
‫ﻟﺧﻁﺔ ﻣﺗﺎﺑﻌﺔ ﺍﻷﺩﺍء‪.‬‬
 ‫ﻗﻭﺍﻋﺩ ﻛﺗﺎﺑﺔ ﺗﻘﺭﻳﺭ ﻓﻌﺎﻝ‬
‫‪ -1‬ﻟﻥ ﻳﻛﻭﻥ ﻫﻧﺎﻙ ﺗﻘﺭﻳﺭﺍ ﻓﻌﺎﻻ ﺇﻻ ﺇﺫﺍ ﻛﺎﻥ ﻳﺣﻘﻕ ﺍﻟﻐﺭﺽ ﺍﻟﺫﻱ ﻳﻘﺩﻡ ﻣﻥ‬
‫ﺃﺟﻠﻪ‪.‬‬
‫‪ -2‬ﻳﺟﺏ ﻋﻠﻰ ﻣﻌﺩ ﺍﻟﺗﻘﺭﻳﺭ ﺃﻥ ﻳﻌﺭﺽ ﻛﺎﻓﺔ ﺍﻟﻣﻌﻠﻭﻣﺎﺕ ﺑﻭﺿﻭﺡ ﻭﺑﺈﻳﺟﺎﺯ‪.‬‬
‫‪ -3‬ﻳﺟﺏ ﻋﻠﻰ ﻣﻌﺩ ﺍﻟﺗﻘﺭﻳﺭ ﺃﻥ ﻳﻌﺭﻑ ﺃﻥ ﺃﺳﺎﺱ ﺍﻟﺗﻘﺭﻳﺭ ﻫﻭ ﺍﻟﺣﻘﺎﺋﻕ‬
‫ﻭﻟﻳﺱ ﺍﻵﺭﺍء ﻭﻭﺟﻬﺎﺕ ﺍﻟﻧﻅﺭ ﻭﺃﻥ ﺍﻵﺭﺍء ﻻﺑﺩ ﺃﻥ ﺗﺳﺗﻧﺩ ﻋﻠﻰ ﺃﺩﻟﺔ‪.‬‬

‫ﻟﺫﻟﻙ ﻳﺟﺏ ﺃﻥ ﺗﻌﺗﻣﺩ ﺍﻷﺣﻛﺎﻡ ﻋﻠﻰ ﺍﻟﺣﻘﺎﺋﻕ ﻭﻟﻳﺱ ﺍﻻﻧﻁﺑﺎﻋﺎﺕ ﺣﺗﻰ ﻳﻛﻭﻥ ﺍﻟﺗﻘﺭﻳﺭ ﻓﻌﺎﻝ‬
‫‪.‬‬
 ‫ﻛﺗﺎﺑﺔ ﺍﻟﺗﻘﺭﻳﺭ‪:‬‬
‫• ﺃﺟﺯﺍء ﺍﻟﺗﻘﺭﻳﺭ‬
‫‪ -1‬ﺻﻔﺣﺔ ﻋﻧﻭﺍﻥ ﺍﻟﺗﻘﺭﻳﺭ‪ :‬ﻭﻳﻭﺿﺢ ﺑﻬﺎ ﺭﻗﻡ ﺍﻟﺗﻘﺭﻳﺭ ﻭﻋﻧﻭﺍﻧﻪ‬
‫ﺍﻟﺫﻱ ﺃﻋﺩ ﻋﻠﻰ ﺃﺳﺎﺳﻪ ﺍﻟﺗﻘﺭﻳﺭ ﻭﺃﺳﻣﺎء ﻣﻘﺩﻣﻲ ﺍﻟﺗﻘﺭﻳﺭ‬
‫ﻭﻋﺩﺩ ﺻﻔﺣﺎﺗﻪ ﻭﺍﻟﺗﺎﺭﻳﺦ‪ ،‬ﺛﻡ ﺍﻟﺟﻬﺔ ﺃﻭ ﺍﻟﺷﺧﺹ ﺍﻟﺗﻲ‬
‫ﺳﻳﻭﺟﻪ ﺇﻟﻳﻬﺎ ﺍﻟﺗﻘﺭﻳﺭ ‪.‬‬
 ‫‪ -2‬ﻣﺣﺗﻭﻳﺎﺕ ﺍﻟﺗﻘﺭﻳﺭ‪ :‬ﻭﺗﻭﺿﺢ ﺍﻷﻗﺳﺎﻡ ﻭﺍﻟﻣﻭﺿﻭﻋﺎﺕ ﺍﻟﻣﺧﺗﻠﻔﺔ ﻭﻗﺎﺋﻣﺔ‬
‫ﺍﻟﺟﺩﺍﻭﻝ ﻭﺍﻟﺭﺳﻭﻡ ﺍﻟﺑﻳﺎﻧﻳﺔ ﻭﺍﻟﺗﻭﺟﻳﻬﻳﺔ ﻭﺃﻣﺎﻛﻧﻬﺎ‪ .‬ﻭﻗﺩ ﻳﻠﻲ ﻫﺫﻩ ﺍﻟﺻﻔﺣﺔ‬
‫ﻣﻘﺩﻣﺔ ﺗﺷﻣﻝ ﻣﻠﺧﺹ ﻋﺎﻡ ﻟﻣﻭﺿﻭﻉ ﺍﻟﺗﻘﺭﻳﺭ‪.‬‬
‫‪ -3‬ﻣﻠﺧﺹ ﺍﻟﺗﻘﺭﻳﺭ‪ :‬ﻭﻫﻭ ﻣﺧﺗﺻﺭ ﻟﻣﺎ ﻳﺣﺗﻭﻳﻪ ﺍﻟﺗﻘﺭﻳﺭ ﻭﺍﻟﻐﺭﺽ ﻣﻧﻪ‬
‫ﻭﺍﻹﺟﺭﺍءﺍﺕ ﺍﻟﺗﻲ ﺗﻡ ﺍﺗﺧﺎﺫﻫﺎ ﻭﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺗﻡ ﺍﻟﺗﻭﺻﻝ ﺇﻟﻳﻬﺎ‬
‫ﻭﺍﻟﺗﻭﺻﻳﺎﺕ ﺍﻟﺗﻲ ﺃﻋﺩﺕ ﻋﻠﻰ ﺿﻭء ﻫﺫﻩ ﺍﻟﻧﺗﺎﺋﺞ ﻫﺫﺍ ﻭﻳﺟﺏ ﺃﻥ ﻧﻼﺣﻅ‬
‫ﺃﻥ ﺍﻟﻐﺭﺽ ﻣﻥ ﻣﻠﺧﺹ ﺍﻟﺗﻘﺭﻳﺭ ﻫﻭ ﺗﻘﺩﻳﻡ ﺧﻼﺻﺔ ﺍﻟﺗﻘﺭﻳﺭ ﺑﺷﻲء ﻣﻥ‬
‫ﺍﻟﺗﺭﻛﻳﺯ ﻭﻟﻳﺱ ﻭﺻﻔﺎ ﻟﻠﺗﻘﺭﻳﺭ ﺣﻳﺙ ﺃﻥ ﻫﻧﺎﻙ ﺑﻌﺽ ﺍﻷﺷﺧﺎﺹ ﻳﻘﺭﺃﻭﻥ‬
‫ﻓﻘﻁ ﺍﻟﻣﻠﺧﺹ‪.‬‬
‫‪ -4‬ﺍﻟﺗﻘﺭﻳﺭ ﺍﻟﺗﻔﺻﻳﻠﻲ‪ :‬ﻭﻫﻭ ﻳﻣﺛﻝ ﺟﺳﻡ ﺍﻟﺗﻘﺭﻳﺭ ﻭﻳﺷﻣﻝ ﺍﻟﺧﻁﻭﺍﺕ‬
‫ﺍﻟﺗﻲ ﺃﺩﺕ ﺇﻟﻰ ﺍﻟﻧﺗﺎﺋﺞ ﻭﺍﻟﺗﻭﺻﻳﺎﺕ ‪.‬‬

‫‪ -5‬ﺍﻟﻧﺗﺎﺋﺞ‪ :‬ﻭﻳﺗﻡ ﻓﻳﻬﺎ ﻣﻧﺎﻗﺷﺔ ﻭﻋﺭﺽ ﺍﻟﻧﺗﺎﺋﺞ ﺍﻟﺗﻲ ﺃﻣﻛﻥ‬

‫ﺍﻟﻭﺻﻭﻝ ﺇﻟﻳﻬﺎ ﻣﻥ ﻭﺍﻗﻊ ﺍﻟﺑﻳﺎﻧﺎﺕ ﻭﺍﻟﺣﻘﺎﺋﻕ ﻭﺍﻵﺭﺍء ﺍﻟﺗﻲ ﺗﻡ‬
‫ﺟﻣﻌﻬﺎ ﻭﺗﺣﻠﻳﻠﻬﺎ ﻣﻊ ﻋﺭﺽ ﺗﻔﺻﻳﻠﻲ ﻟﻬﺎ ﻭﻟﻸﺳﺱ ﺍﻟﺗﻲ‬
‫ﻭﺿﻌﺕ ﻋﻠﻳﻬﺎ ﺍﻟﺗﻭﺻﻳﺎﺕ ‪.‬‬
‫‪ -6‬ﺍﻟﺗﻭﺻﻳﺎﺕ‪ :‬ﻭﺗﺷﻣﻝ ﻛﻝ ﺍﻟﺗﻭﺻﻳﺎﺕ ﺍﻟﺗﻲ ﺃﻣﻛﻥ ﺍﻟﻭﺻﻭﻝ‬
‫ﺇﻟﻳﻬﺎ ﻭﻣﺑﺭﺭﺍﺕ ﻭﺿﻌﻬﺎ ﻭﻣﺎ ﺗﻐﻁﻳﻪ ﻣﻥ ﺍﺣﺗﻳﺎﺟﺎﺕ ‪.‬‬

‫‪ -7‬ﺍﻟﻣﻼﺣﻕ‪ :‬ﻭﺗﺿﻡ ﺟﻣﻳﻊ ﺍﻟﻣﻼﺣﻕ ﺍﻟﺗﻲ ﻭﺭﺩ ﺫﻛﺭﻫﺎ ﻓﻲ‬

‫ﺍﻟﺗﻘﺭﻳﺭ‪.‬‬

‫ﻫﺫﺍ ﻭﻳﺟﺏ ﻣﻼﺣﻅﺔ ﺃﻥ ﺍﻟﻬﻳﻛﻝ ﺍﻟﺳﺎﺑﻕ ﻟﻳﺱ ﻫﻭ ﺍﻟﻬﻳﻛﻝ‬

‫ﺍﻟﻣﻔﺭﻭﺽ ﺇﺗﺑﺎﻋﻪ ﻓﻲ ﺇﻋﺩﺍﺩ ﻛﻝ ﺍﻟﺗﻘﺎﺭﻳﺭ ﻓﻘﺩ ﻳﺧﺗﻠﻑ ﺍﻟﻬﻳﻛﻝ‬
‫ﺗﺑﻌﺎ ﻟﻁﺑﻳﻌﺔ ﺍﻟﺗﻘﺭﻳﺭ ﻭﺍﺧﺗﻼﻑ ﺍﻟﻣﻭﻗﻑ ﺍﻟﺫﻱ ﻳﻌﺎﻟﺟﻪ‪.‬‬
 ‫ﻣﺣﺗﻭﻳﺎﺕ ﺗﻘﺭﻳﺭ ﺍﻟﻣﺗﺎﺑﻌﺔ‬
‫ﺃﻭﻻ ُ‪ :‬ﻣﺗﺎﺑﻌﺔ ﻣﺅﺷﺭﺍﺕ ﺍﻟﻣﺷﺭﻭﻉ‪:‬‬
‫• ﻭﻫﻧﺎ ﻳﺗﻡ ﻋﺭﺽ ﺍﻟﻣﺅﺷﺭﺍﺕ ﺍﻟﺧﺎﺻﺔ ﺑﻛﻝ ﻧﺗﻳﺟﺔ ﻣﻥ ﺍﻟﻧﺗﺎﺋﺞ‬
‫ﺍﻟﻣﺧﻁﻁﺔ ﻟﻠﻣﺷﺭﻭﻉ‪،‬‬
‫• ﻣﻊ ﻋﺭﺽ ﺑﻳﺎﻧﺎﺕ ﺧﻁ ﺍﻻﺳﺎﺱ ﻭﺍﻟﻣﺳﺗﻬﺩﻑ ﻭﺍﻟﻣﺗﺣﻘﻕ ﻣﻊ‬
‫ﺗﻭﺿﻳﺢ ﻣﺳﺑﺑﺎﺕ ﺍﻻﻧﺣﺭﺍﻓﺎﺕ ﻋﻥ ﺍﻟﻣﺳﺗﻬﺩﻑ ﺳﻭﺍء ﻛﺎﻥ‬
‫ﺑﺎﻟﺯﻳﺎﺩﺓ ﺃﻭ ﺍﻟﻧﻘﺻﺎﻥ ﻣﻊ ﻭﺿﻊ ﺍﻟﺗﻭﺻﻳﺎﺕ ﺍﻟﻣﻼﺋﻣﺔ ﻟﺗﻌﺩﻳﻝ‬
‫ﺍﻟﻣﺳﺎﺭ‪.‬‬
 ‫ﺍﻟﺗﻧﺳﻳﻕ ﺍﻟﺟﻳﺩ ﻟﻠﺗﻘﺭﻳﺭ‬
‫ﻧﻭﻉ ﻭﺣﺟﻡ ﺍﻟﻭﺭﻕ ﺍﻟﻣﺳﺗﺧﺩﻡ ‪.‬‬ ‫•‬
‫ﺍﻟﻣﺳﺎﻓﺎﺕ ﺍﻟﺗﻲ ﺳﺗﺗﺭﻙ ﺑﻳﻥ ﺍﻟﺳﻁﻭﺭ ﻭﺑﻌﺿﻬﺎ ‪.‬‬ ‫•‬
‫ﺣﺟﻡ ﺍﻟﻣﺳﺎﺣﺔ ﺍﻟﻣﻛﺗﻭﺑﺔ ﺩﺍﺧﻝ ﺍﻟﻭﺭﻗﺔ )ﺍﻟﻬﻭﺍﻣﺵ ﺍﻟﻣﺗﺭﻭﻛﺔ ﻋﻠﻰ ﺟﻭﺍﻧﺏ‬ ‫•‬
‫ﺍﻟﺻﻔﺣﺔ(‪.‬‬
‫ﺍﻟﻌﻧﺎﻭﻳﻥ ﺍﻟﺭﺋﻳﺳﻳﺔ ﺍﻟﺗﻲ ﺳﺗﻛﺗﺏ ﻓﻲ ﻭﺳﻁ ﺍﻟﺻﻔﺣﺎﺕ‪ ،‬ﻭﺍﻟﻌﻧﺎﻭﻳﻥ ﺍﻟﺟﺎﻧﺑﻳﺔ ‪.‬‬ ‫•‬
‫ﺍﻟﺧﻁﻭﻁ ﻭﺍﻷﻗﻭﺍﺱ ﺍﻟﺗﻲ ﺳﺗﻭﺿﻊ ﻟﻠﻌﻧﺎﻭﻳﻥ ﺍﻟﺭﺋﻳﺳﻳﺔ ﻭﺍﻟﺟﺎﻧﺑﻳﺔ ‪.‬‬ ‫•‬
‫ﻛﻳﻔﻳﺔ ﺗﻧﻔﻳﺫ ﺍﻟﺭﺳﻭﻡ ﻭﺍﻹﻳﺿﺎﺣﺎﺕ ‪.‬‬ ‫•‬
‫ﻋﺩﺩ ﺍﻟﺻﻭﺭ ﺍﻟﻣﻁﻠﻭﺑﺔ ‪.‬‬ ‫•‬
‫ﺍﻟﺷﻛﻝ ﺍﻟﻧﻬﺎﺋﻲ ‪.‬‬ ‫•‬
 ‫ﻣﺣﺩﺩﺍﺕ ﺍﻟﺗﻘﺭﻳﺭ ﺍﻟﻧﺎﺟﺢ‬
‫• ﻛﻣﺎ ﺳﺑﻕ ﺃﻥ ﺫﻛﺭﻧﺎ ﺇﻥ ﻛﺗﺎﺑﺔ ﺍﻟﺗﻘﺭﻳﺭ ﺗﻌﺗﺑﺭ ﺻﻭﺭﺓ ﺧﺎﺻﺔ‬
‫ﻣﻥ ﺍﻻﺗﺻﺎﻻﺕ ﺍﻟﻛﺗﺎﺑﻳﺔ ﻓﻬﻲ ﺍﻟﻧﺎﻓﺫﺓ ﺍﻟﺗﻲ ﻳﻁﻝ ﻓﻳﻬﺎ‬
‫ﺍﻟﻘﺎﺭﺉ ﻋﻠﻰ ﻣﺣﺗﻭﻳﺎﺕ ﺍﻟﺩﺭﺍﺳﺔ‪ ،‬ﻓﺈﺫﺍ ﻣﺎ ﺃﺣﺳﻥ ﻣﻌﺩ‬
‫ﺍﻟﺗﻘﺭﻳﺭ ﻛﺗﺎﺑﺗﻪ ﻭﺗﺑﻭﻳﺑﻪ ﻛﺎﻥ ﺫﻟﻙ ﻋﺎﻣﻼ ﻣﺳﺎﻋﺩﺍ ﻋﻠﻰ‬
‫ﺍﻟﺗﺷﻭﻳﻕ ﺑﻣﺎ ﺟﺎء ﻓﻳﻪ ﻭﺗﻔﻬﻣﻪ ﻭﺍﻟﻌﻣﻝ ﺑﻪ ‪ .‬ﻭﻛﻣﺎ ﻫﻭ‬
‫ﺍﻟﺣﺎﻝ ﻓﻲ ﻛﻝ ﺍﻟﻛﺗﺎﺑﺎﺕ ﺍﻟﻌﻠﻣﻳﺔ ﻣﻥ ﺍﻟﻭﺍﺟﺏ ﺍﻻﻫﺗﻣﺎﻡ ﺑﻌﺩﺓ‬
‫ﻗﻭﺍﻋﺩ ﺃﺳﺎﺳﻳﺔ ﻋﻧﺩ ﺇﻋﺩﺍﺩ ﺍﻟﺗﻘﺭﻳﺭ‪:‬‬
 ‫ﻗﻭﺍﻋﺩ ﺇﻋﺩﺍﺩ ﺍﻟﺗﻘﺭﻳﺭ ﺍﻟﻧﺎﺟﺢ‬
‫ﻭﺿﻭﺡ ﺍﻟﻌﻧﺎﻭﻳﻥ ﻓﺎﻟﻌﻧﺎﻭﻳﻥ ﺍﻟﻣﻌﺑﺭﺓ ﺗﻌﻛﺱ ﻓﻬﻣﺎ ﺣﻘﻳﻘﻳﺎ‬ ‫•‬
‫ﻣﻥ ﻣﻌﺩ ﺍﻟﺗﻘﺭﻳﺭ ﻟﻠﻣﻭﺿﻭﻉ ﺍﻟﺫﻱ ﻳﺗﻧﺎﻭﻟﻪ‬
‫ﺃﻥ ﺗﻛﻭﻥ ﺍﻟﻧﺗﺎﺋﺞ ﻣﺣﺩﺩﺓ ﻭﻻ ﻳﺗﺭﻙ ﻟﻠﻘﺎﺭﺉ ﺍﺳﺗﺧﻼﺻﻬﺎ‪.‬‬ ‫•‬
‫ﺃﻥ ﺗﺭﺗﺑﻁ ﺍﻟﻣﻘﺩﻣﺎﺕ ﺑﺎﻟﻧﺗﺎﺋﺞ ﻭﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﺗﻲ ﻳﺗﻛﻭﻥ ﻣﻧﻬﺎ‬ ‫•‬
‫ﺍﻟﺗﻘﺭﻳﺭ ﺑﺑﻌﺿﻬﺎ ﻓﻲ ﺑﻧﺎء ﻣﺗﻛﺎﻣﻝ ‪.‬‬
‫ﺍﻟﻭﺿﻭﺡ ‪.‬‬ ‫•‬
 ‫ﺗﺫﻛﺭ ﺍﺧﻳﺭﺍ‬
‫• ﻳﺅﺛﺭ ﻣﺣﺗﻭﻯ ﺍﻟﺗﻘﺎﺭﻳﺭ ﻭﺻﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﻧﺎﺳﺏ ﻓﻲ‬
‫ﻧﻭﻋﻳﺔ ﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﻓﻲ ﺍﻟﻣﻧﻅﻭﻣﺔ ﺑﺭﻣﺗﻬﺎ‪.‬‬
‫• ﻗﻠﺔ ﻋﺩﺩ ﺍﻟﺗﻘﺎﺭﻳﺭ ﻣﻊ ﺻﺩﻭﺭﻫﺎ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﻣﻧﺎﺳﺏ ﻭﺫﺍﺕ‬
‫ﺟﻭﺩﺓ ﻣﺭﺗﻔﻌﺔ ﻳﻌﺩ ﺃﻣﺭﺍ ﺣﺎﺳﻣﺎ ﻓﻲ ﻣﻬﻣﺔ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ ﺍﻻﺩﺍﺭﻳﺔ‬
‫ﺍﻷﻋﻠﻰ‪.‬‬
‫• ﺗﺑﺳﻳﻁ ﺍﻟﺗﻘﺎﺭﻳﺭ ﻣﻥ ﺷﺄﻧﻪ ﺃﻥ ﻳﺳﺎﻋﺩ ﻋﻠﻰ ﺗﻌﺯﻳﺯ ﻣﺟﺎﻝ ﺻﻧﻊ‬
‫ﺍﻟﺳﻳﺎﺳﺎﺕ ﻭﺍﺗﺧﺎﺫ ﺍﻟﻘﺭﺍﺭﺍﺕ ﺫﺍﺕ ﺍﻟﺻﻠﺔ ﻣﻥ ﺟﺎﻧﺏ ﺍﻟﻣﺳﺗﻭﻳﺎﺕ‬
‫ﺍﻟﻣﺧﺗﻠﻔﺔ ﻟﻠﻭﺯﺍﺭﺓ‪.‬‬
 ‫ﺗﺫﻛﺭ ﺃﺧﻳﺭﺍً‬
‫ﻭﻳﻣﻛﻥ ﺗﺣﺳﻳﻥ ﺗﻘﺎﺭﻳﺭﻧﺎ ﻋﻥ ﻁﺭﻳﻕ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺳﻬﻭﻟﺔ ﺍﻟﻘﺭﺍءﺓ ﻭﺍﻟﻔﻬﻡ ‪.‬‬ ‫•‬
‫ﺍﻟﺩﻗﺔ ‪.‬‬ ‫•‬
‫ﺍﻹﻳﺟﺎﺯ ‪.‬‬ ‫•‬
‫ﺍﻟﺗﻘﻳﺩ ﺑﺣﺩ ﺃﻗﺻﻰ ﻟﻌﺩﺩ ﺍﻟﺻﻔﺣﺎﺕ‪.‬‬ ‫•‬
‫ﺍﺳﺗﻌﻣﺎﻝ ﻟﻐﺔ ﺑﺳﻳﻁﺔ ﻭﻭﺍﺿﺣﺔ‪.‬‬ ‫•‬
‫ﺍﻟﺗﺭﻛﻳﺯ ﺍﻷﻛﺑﺭ ﻋﻠﻰ ﺍﻷﻋﻣﺎﻝ ﺍﻟﻣﻁﻠﻭﺑﺔ ﻭﺍﻟﻣﻭﺻﻰ ﺑﻬﺎ‪.‬‬ ‫•‬
‫ﺗﺿﻣﻳﻥ ﺟﻭﻫﺭ ﺍﻟﺗﻘﺭﻳﺭ ﻓﻲ ﻣﻭﺟﺯ ﺗﻧﻔﻳﺫﻱ ﻣﺧﺗﺻﺭ‪.‬‬ ‫•‬
‫ﺷﻛﺭﺍً ﻻﻫﺗﻣﺎﻣﻛﻡ‬