Plans to help a children's charity in Saigon.

1. 2008-2010 Strategic Planning Project Education for Development

2. INTRODUCTION Overview of Strategic Planning Process Summary The diagram to the right illustrates a four step approach to strategic planning that guided this research and analysis project. Step 1. Research Into Current Conditions: Situational Analysis The first section of this report describes some of the changes in Vietnamese society and INGO and NGO programming that might drive changes in EFD’s future mission, programming or planning. Step 2. Analysis of EFD Programming: Issues and Opportunities. This section of the report explains the issues and opportunities facing EFD today in light of the situational analysis in step one. Step 3. Long Term Goal Setting. The third step is to update and clarify EFD’s long term goals in all areas of the organization based on steps one and two. The goal-setting exercise has not been completed, though a framework for conducting it is presented in section 3 called “Recommendations.” Step 4. Strategic Plan : The final strategic plan includes the steps necessary to reach the long term programming goals at EFD outlines in step 3. Much of the future planning will be contingent on what programming objectives are set as a part of the work in step 3. Basic planning templates are included in section 4 of this report. Strategic Planning Cycle SUMMARY OF METHOD AND APPROACH Introduction Overview of Planning Process 2. Analysis of EFD Programs – Issues and Opportunities (Fall 2006) 4. Complete EFD Strategic Plan for 2008-2010 (To Come) 1. Review Current Context – Situational Analysis (Fall 2006) 3. Setting Long Term Goals for EFD and Program Areas (Ongoing)

4. Section 1 SITUATIONAL ANALYSIS: EDUCATION IN VIETNAM IN 2006

5. 1. Education In Vietnam In 2006 – Overview Analysis of Trends in Mainstream Education Based on statistics and reports from various international agencies, Vietnam is conducting a large-scale upgrade of its educational system . Every available educational measure in use today - enrollment rates in k-12 or university programs, teacher to student ratios, handicapped access or test scores – is on the increase. This is good news for the majority of chiildern in the country. Chart: Out of School Children in Vietnam Versus Other South and Southeast Asian Countries BUT while these trends are most definitely positive, there is still a very high number of children who are not attending school. Research was done to determine how many are out of school, who they are, why they are not in school, what challenges they face, and what programs are available to help them. Section 1: Situational Analysis Part 1: Trends in Education

6. 1. Trends In School Enrollment, 2000-2005 Pre and Primary School Enrollment Levels, Section 1: Situational Analysis Part 1: Trends in Education BREAK DOWN BY AGE GROUP 1. From Birth to Pre-Primary, Ages 0-2, Nursery School, Population 3.7 million children In the area of early childhood care and education (referred to as ECCE by UNESCO), the VN government has been promoting day care centers to support 2 career families. About 13 percent (481,000) of the children in this age group are in day care centers (CPFC) but the majority of these children stay at home. (No chart) 2. Pre-Primary, Ages 3-5, Kindergarten, Population 4.8 million kids Currently, about 57 percent of the children in this age group (2.1 million) attend kindergarten, leaving about 2.7 million kids out of school at this time. This is not necessarily an indication of exclusion, since many families choose to keep their children at home in the early years. (See chart, note 1 to right.) 3. Primary School Education, Age 6-10, Primary Grades 1-5, Population 8.2 million About 5% of the primary school age children are out of school in Vietnam, or about 410,000. This is much lower than the global average, which is an estimated 18% (115 million) of the primary school age children (between the age of 6 or 7 to 11). (Globally, the five most significant (statistically) factors affecting primary school enrollment are are: age , sex , income , geography (rural vs. urban) and level of mother’s education . See Note 2.) Note 1: The five age groups discussed on this and the next slide are used by UNESCO to track progress on education around the world. The data in the charts is for the years 1999-2005. Vietnam is the lighter bar and Korea is the darker bar. The charts were created using UNESCO’s data base. Note 2. Source: “Children Out of School: Measuring Exclusion from Primary Education,” UNESCO Institute For Statistics, Montreal. An excellent in-depth report on primary education around the world, though does not include pre-primary and secondary school analysis. Pre and Primary School Enrollment Levels (Ages 2-10, Nursery through Grade Four) Population 13 million While it has not been historically common for very young children to go to school, the trend is changing due to the trend of two career families in Vietnam. Hence while less than 50% of children in the pre-primary age group (ages 3-5) are in school, enrollment rates at this age group are increasing. By the time kids reach primary school ages, however, the enrollment rates spike to 90% or higher.

7. 1. Trends In School Enrollment, 2000-2005 Secondary School 5. Higher Secondary – Ages 15-18, Grades 10-12, Population 5.5 million children The drop off in attendance rates is quite dramatic in upper secondary school, where only a little more than 50 percent of children are in school. This translates into about 2.5 million children out of school. The drop off is even sharper when moving into higher education, where only on in ten graduates goes on to university, of a total in the age group of about 8.2 million. (Gross enrollment. Interestingly, the VN Government does not release net enrollment for secondary school. Secondary School (Ages 11-18, Grades 5-12, Population 13 million ) T he enrolment rate for secondary school, ages 11-18, drops off dramatically. Today, 73 % of secondary school aged children are enrolled in school (compared to 89% in primary school.) While secondary school enrollment has improved by leaps and bounds since 1991, when it is was 32 percent, a 27% absentee rates translates into roughly 3.5 million kids out of school in the age range. (About 13 million children in the age range total.) Interestingly, in the secondary school range, there is little difference in dropout rates between girls and boys. (Net enrollment) 4. Lower Secondary -- Ages 11-15, Grades 5-9, Population 7.5 million children The trend of dropout rates increasing as age increases is evident also when a breakout is shown between lower and upper secondary. As the chart to the rights shows, the enrollment rates for children in the 11-15 year old age group begin to dwindle from 90 percent level of primary school. The VCPFC estimates that 11.5 percent of children in this age group are out of school, or about 860,000 . However, the overall trend is positive in the country over the last five years. (Net enrollment) Section 1: Situational Analysis Part 1: Trends in Education

22. Section 2 ISSUES AND OPPORTUNITIES FOR EFD Overview

24. Section 2 ISSUES AND OPPORTUNITIES A. Small Grant Scheme

26. Breakdown of SGS Funding By partner and activity EFD mostly invests in “hard assets” such as equipment for vocational training and building construction and repair (infrastructure.) The chart below illustrates the relative size of grants made over the life of the program. Section 2: Issues and Opportunities Small Grant Scheme

31. Section 2: ISSUES AND OPPORTUNITIES B. Social Development Training Center

33. Social Development Training Center Programming Scheduled Trainings and Tailor-Made Trainings: Since its founding SDTC has offered 20 scheduled trainings and 17 tailor-made trainings. Note: This list is a best guess of courses offered, and should not be used in communications materials until confirmed. Section 2: Issues and Opportunities SDTC Scheduled Trainings Tailored Trainings Triangle in ‘05 HR Management For Triangle in ‘05 Marketing Triangle, AA VN, GFS in ’05 For Oxfam in ’06 Gen F Sw in ’06 For U.N. in ’06 TdH in ‘06 For STC-S in ’06 For TdH in ’05, ’06’ For TdH in ’05, ’06’ Yes Comm. Skills - Kids/Families General Management Yes Monitoring for Results Yes Yes Yes Project Management Yes Strategy Planning Yes Supervisory Management Yes People Management Yes Basic Org. Dev. Yes Communication Skills Yes Yes Life Skills for Adolescents Yes Yes Yes Fundraising and Public Relations NGO Management Yes (2x) Counseling Skills Yes Psych. Of Disadv. Children Yes Introduction to Social Work (2) Yes Introduction to Social Work (1) Child Psychology and Counseling Yes Children’s Rights Yes Yes Recruitment Methods Yes Yes Child Psychology (same as below?) Yes 2004 Yes 2005 2006 Yes Yes Project Proposal Writing Volunteer Involvement

34. Social Development Training Center Financial Review A financial analysis of SDTC revealed that while the courses themselves are starting to break even or even make money. It also showed that the operating costs are considerably lower than the annual grant funding, resulting in a significant surplus. The cash available provides a solid financial base, but raises two questions: (1) What future growth plans will this cash support? (2) If there are no future growth plans, is the grant funding excessively high at the moment? _____________________ NOTES 1. The organization currently has a $14,000 surplus (See note below); 2. Scheduled trainings at SDTC can not be relied on to create a profit, and on average operate at about break even; 3. The EFD policy of adding in an administrative to tailored trainings is helping SDTC’s financial situation; 4. The large tailor made Terre des Hommes training in 2006 will generate a significant fee for SDTC; 5. There was a large expense on equipment in 2005 which was for a computer and computer projector; Note: This is based on the reported inflows and outflows of SDTC annual and quarterly reports available on EFD’s server, and on known funding amounts from Cortina. The actual cash balance should be verified by a review of SDTC bank statements. Section 2: Issues and Opportunities SDTC

36. Social Development Training Center Program Review VISION “SDTC aims to be the leading training and consulting centre in South Vietnam for the social development sector, focusing in particular on organizations and departments working with/for disadvantaged children.” MISSION “To offer relevant, high quality and affordable services, both in training and consultancy, to staff working in the social development sector, with a specific focus on organizations and departments working with/for disadvantaged children, in order to achieve greater positive impact of their professional efforts.” Summary of SDTC Strategic Plan (for details of plan, see SDTC strategic plan, available at EFD) With this situation in mind, EFD and TDT jointly created a strategic plan to build up the organizational infrastructure at SDTC, which laid the specific steps necessary to grow. While the plan had all the ingredients of a successful approach to capacity building, the implementation of the plan has “fallen between the cracks” of EFD, TDT, and SDTC, meaning that at the present time there are not plans to make the necessary steps to build the organization. The next step, then, is for both EFD and SDTC to revisit the strategic plan, gain consensus on its goals, and begin to implement its recommendations. Section 2: Issues and Opportunities SDTC Goal 1. To develop a good reputation and to be known as an organisation that delivers high quality and relevant services that are accessible to all target customers; Goal 5. To play a central role in a network of national and international organisations and individuals that foster the advancement of Social Work and Development in Viet Nam and the region; Strategic Goals Goal 3. To secure a stable funding base in order to ensure the ongoing development of SDTC Goal 4. To equip and maintain facilities and human resources to the highest standards Goal 2. To take a leading position in Viet Nam in introducing new methods and topics to the area of Social Work and Development

40. Social Development Training Center Preliminary OD Analysis Summary of OD Analysis The foregoing analysis was done to illustrate one possible way that SDTC could develop its organization, though there are many other approaches that could work as well. Therefore, they are not to be taken as a prescription, but rather as a framework for future work in this area, and possible for discussions among the various people involved in running the center. The “job description” section can be expanded into actual job descriptions with more detail at a later time if these are the positions that EFD, TDT and SDTC choose to create. Section 2: Issues and Opportunities SDTC A goal for the current director is to add a research capability. For future consideration Research Director Included in latest strategic plan. For future consideration Consulting Director Holder of Title Hypothetical Job Description (There are not currently actual job desriptions) Major Opportunity Major Issues KEY ROLES

41. Section 2: ISSUES AND OPPORTUNITIES B. Volunteerism

42. Volunteer Promotion Issues and Opportunities EFD is viewed by many as an expert in the the area of volunteerism in Vietnam. In addition to being very well connected with numerous local and international organizations, EFD also has considerable expertise and experience in managing successful volunteer projects. Because of its strong history of volunteerism, and its on-going activities today, EFD is contacted by potential volunteers, other INGOs, NGOs, and others who are interested in volunteering, getting a volunteer, or learning more about how to manage volunteers. It has a “volunteer manager” on staff (Nguyen Thi Thu Thuy) who oversees the comings and going of volunteers in their various capacities, and which is a considerable portion of her job. The budget analysis (above) reveals that the amount of staff time and overhead for volunteerism is almost as much for the SDTC. EFD has a large and active volunteer corps consisting of foreigner volunteers, Vietnamese nationals, and overseas volunteers working in their home country. As a part of this planning process, the question has come up whether EFD could create a third program area to help manage and communicate its volunteer programs more clearly. This section of the report looks into the question. VOLUNTEER-RELATED ACTIVITIES AT EFD 1. Managing Foreign Volunteers Who Work at EFD -Typically in an area of need at EFD or one of its partners, these volunteers stay for a period of anywhere from three months to a year. 2.Placing Foreign Volunteers at Project Partners - Usually in conjunction with work being done at EFD. 3. Recruiting and Managing Vietnamese Volunteer Translators - Translations done at meetings, trainings and for editorial work. 4. Recruiting and Managing Vietnamese Volunteers for Office Support - Work done in the EFD office. 5. Working with on line volunteers. - Around the world. 6. Offering training in volunteer management. - At SDTC. 7. Sponsoring the first annual (highly successful!!) “Volunteer Day” with UN Volunteer program. Section 5: Volunteer Promotion Issues and Opportunities

44. Volunteer Promotion Issues and Opportunities New Volunteer Initiative? Section 5: Volunteer Promotion Issues and Opportunities 1. 2. 3. Alumni. Could foreign EFD volunteers continue to be involved on-line after leaving ? On-Line Volunteers 1. 2. 3. Any changes to this program? Seems to be working HIGH Vietnamese Volunteer Administrative Support -EFD Office PLACING VIETNAMESE VOLUNTEERS EFD Plans in the 2007-2010 Time Period. Questions Key Issues EFD’s Involvement Today ROLES 1. 2. 3. What would be required to create a team of VN local volunteers? Is their interest on the side of local VN professionals? EFD is not involved in this area but could be in the future. Vietnamese Professional Volunteers Recruiting and placing VN professionals with local partner organizations. (Marketing, accounting, fundraising, organizational design, etc.)

45. Section 2: ISSUES AND OPPORTUNITIES Part C: + Organizational Development + Finances + Communications

46. Issues and Opportunities Organizational Development The EFD organization is quite fluid and changeable. It has a spirit of caring and energetic participation by all involved, which is its strength. It also has a regular influx of expert volunteers who bring new ideas and enthusiasm. It is in the process of deciding to what extent it would benefit from the implementation of more stable management systems both in program areas in administrative functions. Section 2: Issues and Opportunities Organizational Development Organizational Chart – Feb. 2007 VN Country Coordinator Ruth Frans ADMINISTRATION Office Manager Huynh Nhu Accountant Hoang Linh VOLUNTEERS (Foreign) PR and Fundraising Dan Enbysk Website Design Luis Gomez Strategic Planning PROGRAM AREA MANAGERs SDTC Project Officer Nguyen Thuy SGS Program Officer TO BE FILLED Volunteer Promotion Nguyen Thuy Social Work Training Consultant Renee Rivera

47. Issues and Opportunities Organizational Development Organization and Culture Issues + EFD is in the process of building internal management systems to support its long term growth. + EFD delivers so many services with such a small staff and such little funding and as a result spreads its resources over many activities. A fair question is whether resources could be spent in a more focused way to increase their impact. + The distance between the administrative council in Europe and the CC in Vietnam, and the amount of authority vested in the council, makes it difficult at times for the CC to make important decisions “on the ground in Vietnam.” Opportunities + The small staff EFD has in place today is exceptionally capable and highly committed to the mission of the organization. + EFD has a very good reputation among NGOs in Vietnam and can be the basis of future growth + Both SGS and SDTC could be greatly expanded, and the EFD organization itself could grow to support these programs. + The rise of a cadre of professionally trained Vietnamese nationals has increased the pool of potential staff hires and hence the ability of EFD itself to grow. “ MORE TO COME HERE” Section 2: Issues and Opportunities Organizational Development

48. Issues and Opportunities Financial Note: This chart includes labor by the EFD volunteers who receive a salary, but does not include estimates for volunteers who contribute significant time and expertise but are not compensated. Based on an analysis of the 2006 budget, it is clear that EFD delivers an enormous amount of benefit to its partners while running a very “tight” financial ship. Salaries and overhead were allocated across three program areas, as shown in the chart to the right. In the SGS area, total salaries plus allocated overhead equaled about $12,000, with which the organization over saw numerous grant projects and solicited many more. At SDTC, with about $14,000 in salaries and overhead, EFD delivered [12] trainings that affected hundreds of people in dozens of organizations, developed new courses, and offered tailored trainings to project partners. In volunteerism, with about $11,000 in salaries and overhead, EFD manages a large network of local and international volunteers. Considering the size of EFD’s budget (about $40,000 per year in operating expenses plus $80,000 in grant funding to other organizations), the impact it is having in its target group of beneficiaries is remarkably high. By any measure, EFD is making excellent use the funds and other resources at its disposal. Section 2: Issues and Opportunities Finances and Budgeting

50. Section 3: SETTING LONG TERM GOALS Three Program Areas

57. Volunteer Promotion Goals Recommendations Increasing Visibility of the Volunteer Promotion Activities 1. Create a Professional Resource Center. Consider consolidating EFD’s many volunteer projects into a program area, and offering services to local NGOs such as legal, accounting, planning, organizational, research, fundraising, computer, and so on. 2. Vietnamese Professionals. Consider, as a part of this new program area, creating a new volunteer project which would involve recruiting VN national to work at the professional resource center in areas of need at project partners. Speaking the language, and having their network of local professionals, could have a major impact on EFD project partners. Section 3: Volunteer Promotion Long Term Goals

58. Section 4: STRATEGIC PLAN Planning Template and Preliminary Plan

60. SGS Strategic Plan Preliminary Section 4: Strategic Planning SGS Below are some preliminary ideas designed to supplement the existing SDTC strategy. Using the foregoing analyses (programmatic, financial, and organizational), the following action steps could be possible. Actual sequencing (indicated by years in the right hand columns) will happen at a later time. Content to come Retain new country coordinator ORGANIZATION PROGRAM AREAS A. Inclusive Education B. Vocational Training 2009 2010 2008 2007 C. Street Based Referral

61. SGS Strategic Plan Preliminary Section 4: Strategic Planning SGS Below are some preliminary ideas designed to supplement the existing SDTC strategy. Using the foregoing analyses (programmatic, financial, and organizational), the following action steps could be possible. Actual sequencing (indicated by years in the right hand columns) will happen at a later time. Content to come COMMUNICATIONS FUNDRAISING ADMINISTRATION 2009 2010 2008 2007

62. SDTC Strategic Plan Preliminary Recommendations Section 4: Strategic Planning SDTC Below are some preliminary ideas designed to supplement the existing SDTC strategy. Using the foregoing analyses (programmatic, financial, and organizational), the following action steps could be possible. Actual sequencing (indicated by years in the right hand columns) will happen at a later time. A. Leadership and Strategy Schedule a series of meetings between TDT and EFD to gain consensus on future direction of SDTC, such as whether to add a consulting or research capability, where funding will come from, and what EFD’s and TDT’s respective roles will be. Expand the job title of the director’s position as described in the organizational development section below, and seek to fill the position with a motivated individual. Make discussions on new course development a part of the annual management cycle at SDTC. Continually seek out new topic areas for SDTC, based on the needs of children and local organizations. (Drama therapy, living values, etc.) B. Program Area: Scheduled Training Design, print and distribute a course catalog Revise pricing policy to open courses to organizations who can’t afford them. Create a certain number or percent of places in each course for scholarships. Create a position at SDTC called “Manager of Training,” to be filled for the present by EFD staff (as it currently is) Write job descriptions for all positions at SDTC. [Director, vice director, manager of training, office manager.] 2009 2010 2008 2007 C. Organizational Development

63. SDTC Strategic Plan Summary of Strategy 2006-2010 Period Section 4: Strategic Planning SDTC Create clear objectives for in-coming accounting VSO volunteer such that SDTC develops a professional accounting system. C. Program Area: Tailored Trainings Consider a more proactive approach to promoting and selling the tailored training capability. Continue to streamline and standardize EFD’s response to in-coming inquiries about tailored trainings, cost estimates for course development and other processes. . Develop and distribute a brochure for SDTC tailored training program. F. Marketing and Public Relations E. Fundraising Hire an administrative assistant for the SDTC office, paid for from funds currently saved at SDTC. D. Administration 2009 2010 2008 2007 2006 G. Other Create an on-line knowledge center with course related information

65. THANK YOU! This report was made possible by the input of numerous project partners (names listed in appendix), by the patient explanations of EFD country coordinator and staff (Ruth Frans, Nguyen Thuy, Hoang Linh, Mr. Duc and Mr. Huong from SDTC) , and by EFD volunteers (Renee Rivera, Dan Enbysk, Luis Gomez), and by the support of translators Hoang Truc and Huynh Nhu of EFD. The report was written by Dun Gifford, Jr., [email_address] , www.dgifford.com , .