• Has a target population (or populations) been clearly defined and agreed on?

• Has an approximate level of coverage been determined, taking into account need and demand?

• Has a mix of complementary strategies and models been defined? (See table 3.1.)

In judging the appropriateness of the model (or models) to be supported, has consideration been given to:

• Characteristics of the target population (age, whether children or adults, cultural characteristics)?

• Current demand for different combinations of care and education?

• Previous experience with the models?

In choosing the administrative and executing institutions, has consideration been given to:

• The previous administrative and organizational record?

• Ability to integrate activities across sectors?

• Social and cultural conscience and sensitivity?

• Technical expertise?

• Organizational continuity?

• Have criteria and procedures for selecting practitioners been agreed on?

Has a training scheme been agreed on that:

• Emphasizes learning rather than teaching?

• Has a strong experiential component and supervised practice (not just theory)?

• Is integral in its concept and content?

• Responds to trainees' needs (beyond the need to know something about early childhood care and development)?

• Is continuous, with on-the-job training and provision for training replacements?

• Includes attention to the organizational aspects of the caregiving job?

• Does the project design include a strong component of supervision?

• Have realistic standards been negotiated that also meet minimum technical requirements?

• Has provision been made for bringing different services together in the project?

• Have immediate outputs (deliverables) been clearly defined and agreed on?