Evaluation 2017: From Learning to Action

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Learning to Action across International Evaluation: Perspectives from Africa

Session Number: ICCE6
Track: International and Cross Cultural Evaluation
Session Type: TIG Multipaper
Session Chair: Shawna Hoffman [Measurement and Evaluation Specialist - The Rockefeller Foundation]
Presenter 1: Maria DiFuccia, - year - [IMPAQ International]
Presenter 2: Kate Marple-Cantrell [Research Analyst - The Cloudburst Group]
Presenter 3: Fozya Tesfa Adem [Monitoring and Evaluation/Information Management Officer - Plan International Ethiopia]
Presenter 4: Soumya Alva [Senior Evaluation Advisor - John Snow, Inc.]
Presenter 5: Andrew Fourney, DrPH [Monitoring and Evaluation Fellow - Social Solutions International]
Presentation 1 Additional Author: Ye Zhang [IMPAQ International, LLC]
Presentation 2 Additional Author: Caleb Stevens [Land and Resource Governance Advisor - USAID]
Presentation 2 Additional Author: Alexandra Hartman, University College of London [Assistant Professor - UCL]
Presentation 2 Additional Author: Heather Huntington [Land Tenure and Natural Resource Evaluation Specialist - Cloudburst Consulting Group]
Presentation 4 Additional Author: Marc J Cunningham [GIS/M&E Advisor - John Snow, Inc.]
Presentation 4 Additional Author: Nicole Davis [Research, Monitoring, & Evaluation Officer - JSI Research & Training Institute, Inc.]
Time: Nov 08, 2017 (04:30 PM - 06:00 PM)
Room: Madison B

Abstract 1 Title: Preventing Child Labor in Mozambique: Working with Funders and Implementing Partners to Improve Program Design
Presentation Abstract 1:

In this presentation we will discuss the lessons learned in navigating the relationships among program implementers, external evaluator, and funders to address the conference theme “From Learning to Action.” As the external evaluator for a program designed to prevent child labor in the tobacco growing region of Mozambique, we were tasked with creating a program evaluation that built on the descriptive data collected to create a rigorous, multi-method evaluation.  The funders and implementing partners wanted formative feedback to improve future programing and appropriately direct program dollars to effective activities.  In our presentation we will show how to provide different levels of formative feedback, ranging from quick wins (low cost, relatively high impact activities) to long-term investments.

Presentation 1 Other Authors: Lauren Lochocki
Abstract 2 Title: Impacts of Community Land Reform on Land Governance and Local Empowerment: Evidence from a Mixed Methods Difference-in-Difference Evaluation in Liberia
Presentation Abstract 2:

This paper presents midline results from a statistically rigorous performance evaluation of the Community Land Protection Program (CLPP) in Liberia. CLPP supports communities to leverage participation in community land mapping and documentation to enhance local empowerment, resource governance, and livelihoods. The evaluation utilizes a Difference-in-Difference methodology to investigate whether and how CLPP interventions effectively help communities to protect their land and natural resources vis-à-vis external actors by strengthening their land tenure security; improving governance and increasing accountability of local leaders; and impacting the land protection and governance participation of women, youth and minority group members. To date, the impacts of supporting communities to protect their community land remain largely unknown, and this study aims to fill the knowledge gap on the benefits of community land protection to inform future land programming.

Abstract 3 Title: ECCE for Primary Schooling: Cases from Selected Government and Private Pre-primary Schools in Addis Ababa
Presentation Abstract 3:

Early childhood care and education (ECCE) is the foundation for further learning and career development. In this regard the government of Ethiopia has put much emphasis on ECCE whereby both government and private pre-primary schools have ushered expanded access; however, the functioning of these providers seeks further investigation. Early grade literacy reports in Ethiopia indicate serious deficits for children in critical early literacy skills related to later reading and writing ability. It is advocated nationally that if children are provided with proper ECCE, their future learning will be enhanced. The main objectives of this study were to analyze and compare the activities of pre-primary children as well as their semester aggregate average results to explore variability in preparedness of children in four core areas: physical, intellectual, social and emotional development. Results hold critical policy and strategy recommendations for pre-primary teachers, schools and school leaders in Ethiopia.

Abstract 4 Title: Strengthening Sierra Leone’s capacity to provide health services: Assessing improvement in community level health facilities in 5 districts
Presentation Abstract 4:

Sierra Leone’s health system was severely affected by the Ebola virus disease epidemic that affected the country from May 2014-December 2015. In 2014, a survey of Peripheral Health Units (PHUs) by UNICEF demonstrated gaps in four major areas-training of health staff, medical equipment, diagnostic capability at the facility level, and stockouts of essential medicines. To address these gaps, the USAID funded project Advancing Partners & Communities supported recovery activities carried out by the Ministry of Health and Sanitation, focusing on reproductive, maternal, neonatal, and child health (RMNCH) in PHUs in five districts – in Sierra Leone. We present evaluation results, that will inform donors and country stakeholders, showing improvements in the PHUs ability to provide health services in the five districts based on results of a comprehensive facility assessment covering health staffing, their knowledge of health practices, infrastructure and availability medical equipment conducted at baseline (early 2016) and endline (early 2017).

Abstract 5 Title: Using Participatory Methods to Debrief a USAID/Rwanda Field-Based Project Review
Presentation Abstract 5:

Seven teams from USAID/Rwanda interviewed 14 stakeholder groups, including OVC, government officials, community health workers, and market vendors during a 1-day field visit. Afterwards, each team met to write a report that 1) described successful Project outcomes, 2) recommended short-term adaptations, and 3) suggested long-term strategic changes. The seven teams then met as a large group, where they were reorganized into three groups of individuals from different teams. Each group drew from their unique report to prioritize successes, adaptations, and long-term changes from their group’s perspective. These data were shared to the entire group where the prioritized adaptations and changes were discussed and refined. Data were then used to generate a summative final report that was shared with internal stakeholders and implementing partners. This participatory approach is a promising practice to promote learning from numerous interviews and quickly synthesize 45 pages of qualitative date into one page of key learnings.

Theme: My presentation doesn't specifically relate to the theme
Audience Level: All Audiences

Session Abstract (150 words): 

Learning to Action across International Evaluation: Perspectives from Africa

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