Identify clearly the activities that will take place

Identify clearly the activities that will take place, when they will take
place and who will do them.
“We brought together people living with HIV/AIDS and other young people to
discuss this. It was decided that our objectives would be to (a) seek the
co-operation of the college authorities to put up humorous posters that
gently challenged people’s fears and assumptions about sexual health and
(b) involve young people living with HIV/AIDS as peer educators, talking
to small groups of students.”
Decide how you are going to check whether things are going well
“We wanted to monitor our progress, so that we would know if our activities
were having the kind of response we wanted. We decided that, after each
gathering with a peer educator, we would ask participants to give us their
feedback.”
Decide how you will evaluate the project after it ends.
“We decided we would carry out a second survey after the project was
completed, using the same ‘listening’ method as before. But this time we
would start a group conversation about the posters and meetings with peer
educators. We would then get feedback about whether people remembered
seeing the posters, what they had thought of them, and what impact the peer
educator meetings had had on those who had attended or on others who had
heard about them.”
WE HAD A PLAN!!! Then we discussed who would do what when. This was the
hardest part - but, in fact, people were really enthusiastic and there was a
great sense of common purpose.
"Planning and evaluation should be done carefully, since you won’t know where
you are going without planning, and you won’t know where you have been and
where you need to go without evaluation."