MDF successfully facilitated a two-day training on the Theory of Change (ToC) and Learning Agenda for USAID-supported projects, with 10 participants from CHISU and CIPTA. The training took place on 22nd and 23rdAugust in Jakarta. Imam Mulyadi from MDF Pacific Indonesia acted as the facilitator, helping the participants enhance their understanding and skills in developing a Theory of Change and aligning a Learning Agenda (learning questions) in accordance with USAID guidelines.
The training equipped participants to enhance their planning and implementation strategies by mastering the Theory of Change (ToC)framework. Through practical exercises, they learned how to develop ToC narratives and convert them into actionable Results Frameworks and Logframes, providing clarity and structure to their projects. These skills enable participants to design more effective programmes, ensuring that project goals align with measurable outcomes.
On the second day, participants gained insights into improving project performance through the Monitoring, Evaluation, and Learning(MEL) process, with a focus on USAID’s CLA approach. By understanding how to promote continuous learning, they equipped themselves with tools to support informed decision-making. Through real-world examples, participants explored how to implement CLA strategies, develop learning questions, and create a Learning Agenda—enabling their organisations to adapt and thrive in dynamic environments.
In addition to exploring the Theory of Change (ToC), the workshop placed significant emphasis on USAID’s Collaborating, Learning, and Adapting (CLA) approach, a methodology designed to foster adaptive management and continuous learning in projects. Participants explored how to integrate a Learning Agenda and formulate learning questions, ensuring their projects not only meet objectives but also contribute to broader programmatic insights and improvements. By embedding CLA practices, participants are now equipped to navigate complexities and drive meaningful, long-term change within their organisations.
The training facilitated meaningful discussions that contributed to enhancing project effectiveness, identifying knowledge gaps, and shaping the design of learning activities and tools for knowledge sharing. Participants expressed appreciation for the clarity of the delivery, noting that even within a limited timeframe and complex material, the training offered valuable insights. The sessions were described as engaging, impactful, and well-received.
