STEP UP – Target Setting Guide

A Guide to Setting Targets for the STEP UP Project

A practical framework for defining realistic, ToR‑aligned targets for STEM, leadership, and systems.

Ground every target in the DMF, PAM, and GAP so that implementation, monitoring, and reporting stay tightly aligned.

Illustration: From Vision to Targets

Visualize how high-level objectives flow through SMART thinking, resources, and timelines to become concrete, monitorable targets.

Graphic placeholder: Layered diagram: top layer “Project Goal”, then “Outcomes/Outputs”, then “SMART Targets”, then “Monitoring & Reporting”. Arrows show alignment with DMF, PAM, GAP.

1. Core principles of target setting in STEP UP

Anchoring targets in core documents

All targets must be directly linked to the project's foundational documents. Before defining any target, consult:

  • Design and Monitoring Framework (DMF): Primary source for high-level targets, indicators, outcomes, and outputs. The Team Leader is responsible for ensuring achievement of DMF targets.
  • Project Administration Manual (PAM): Contains operational plans, procedures, and milestones. Targets must align with these processes.
  • Gender Action Plan (GAP): Specifies gender-related targets and indicators. The GESI Specialist tracks progress on GAP targets and indicators.
Graphic: Target Alignment Triangle

Triangle diagram with corners labeled DMF, PAM, GAP and “Target” in the center, showing that every target must sit within the overlap of all three.

2. How to define expected results

Using SMART for STEP UP

Use the SMART methodology, tailored to STEP UP, to define clear outputs and outcomes.

Specific

  • Targets must be unambiguous. Example: “Develop and implement a school-based STEM Framework across 30 pilot USSs” instead of “Improve STEM teaching”.
  • Ask: What exactly do we want to achieve? Which ToR task does this relate to?

Measurable

  • Define how success will be measured, quantitatively or qualitatively (e.g., “Rollout of OpenEMIS to all 554 USSs”; “Deliver high quality renovation in line with design standards”).
  • Ask: How will we know when the result is achieved? Which DMF KPIs apply?

Achievable

  • Targets must be realistic given constraints and available expertise (e.g., International EdTech Specialist person‑months).
  • Ask: Do we have the necessary resources and skills to deliver this result?

Relevant

  • Every target must contribute to improving the effectiveness of upper secondary education and strengthening STEM capacity in Cambodia.
  • Ask: Why is this result important for the project’s overall goal and human capital agenda?

Time-bound

  • Each target needs a clear timeframe (project‑level, phase‑level, activity‑level), such as 5‑year duration, evaluations in Years 2 and 5, or an inception report within 2–3 weeks.
  • Ask: What is the deadline? Are there intermediate milestones?
Graphic: SMART Target Canvas

Canvas with five sections (S, M, A, R, T) and example STEP UP target filled in. Can be used as a worksheet during planning sessions.

3. Incorporating timeframes, resources, and stakeholders

Making targets operational

Targets must be integrated with the project’s operational realities—time, resources, and people.

Aligning with timeframes

  • Annual targets: Align with the Annual Work Plan and Budget (AWPB).
  • Quarterly targets: Link to quarterly and annual reporting cycles.
  • Intermittent targets: Plan around intermittent specialist inputs (e.g., 40 person‑months over 2023–2028).

Considering resources

  • Human resources: 362 person‑months (102 international, 260 national) must cover all targets.
  • Financial resources: Targets must be reflected in the AWPB and align with the Procurement Plan and Disbursement Projections.
  • Administrative resources: Consider the capacity of PMU and IAs (ITC, NIE, DGE) to support implementation.

Integrating stakeholder input

  • Identify stakeholders: MoEYS (EA), IAs and PIUs, school‑level staff, ADB, private sector partners, and other consultants.
  • Use coordination meetings, field visits, and formal review sessions to co‑create and validate targets.
Graphic: Target Feasibility Triangle

Triangle with sides labeled Time, Resources, Stakeholders and “Target” in the center, emphasizing that all three must be considered for realistic targets.

4. Framework questions for setting realistic targets

Checklist for each proposed target

Use these questions as a structured checklist whenever you define or review a target.

1. Alignment & relevance

  • Which DMF outcome or output does this target support?
  • How does it strengthen STEM education in Cambodia?
  • Does it align with PAM procedures and GAP requirements?

2. Specificity & clarity

  • What is the precise deliverable (training, IT system, framework, report)?
  • Who is the primary beneficiary (teachers, students, school leaders, MoEYS)?

3. Measurement & monitoring

  • What is the KPI (number, percentage, milestone, quality standard)?
  • How and when will progress be monitored (quarterly reports, M&E assessments, steering committee)?

4. Resources & feasibility

  • Which specialist(s) are responsible, and are their person‑months sufficient?
  • Is the activity and its cost included in the current AWPB?
  • Can PMU, IAs, and schools realistically support this target?

5. Timeline & milestones

  • What is the final deadline?
  • What are the key milestones (needs assessment, pilot, final report)?
  • Does the timeline allow for delays and review periods?

6. Stakeholders & responsibilities

  • Who is Responsible for delivery?
  • Who is Accountable for approval?
  • Who must be Consulted for input?
  • Who must be Informed of progress?
Graphic: RACI Target Map

Table with columns R, A, C, I and rows for key targets, showing who plays which role. Useful for clarifying ownership and communication lines.