Siyakha Nentsha: using mixed methods to measure financial capabilities

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From a workshop on mixed methods to measure financial capabilities among adolescents. Focus on the Siyakha Nentsha Program in KwaZulu Natal, South Africa

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  • Siyakha Nentsha: using mixed methods to measure financial capabilities

    1. 1. Building assets and reducing vulnerability in KwaZulu Natal<br />SiyakhaNentsha<br />Making Cents<br />September 8, 2011<br />Washington, DC<br />Eva Roca<br />
    2. 2. General context in KZN<br />
    3. 3. Setting<br />Semi-rural KwaZulu Natal<br />Poverty and income inequality<br />Unemployment<br />Early pregnancy<br />Early school leaving<br />HIV<br />
    4. 4. Project team<br />
    5. 5. SiyakhaNentsha<br />Schools, facilitators<br />Boys and girls<br />Participatory reflective learning, action-oriented<br />Accredited<br />Testable<br />
    6. 6. Preparing for opportunities and risks<br /> HIV and STIs teenage pregnancy early unplanned parenthood<br /> school dropout loss of one or both parents<br /> employment and training opportunities social grants<br /> social support citizenship<br />language skills<br />
    7. 7. Randomization<br />HIV education & social support<br />HIV education, social support + financial capabilities<br />Delayed intervention<br />
    8. 8. Methods<br />Attendance rosters<br />Longitudinal survey<br />FGDs with participants, parents, and mentors<br /> GPS coordinates<br />Interim data on location, cell phone, status<br />Diaries<br />Video<br />School quality assessments<br />
    9. 9. Special considerations with young people<br />Timing<br />Attention span<br />Interviewer selection<br />Legal context<br />
    10. 10. Considerations during M&E tool design<br />Who will create/finalize the registers & by when?<br />When will these registers be used?<br />Who is responsible for ensuring they get completed?<br />Who is responsible for analysis/reporting?<br />How often/when will the analysis/reporting be done?<br />Do you need a monthly/quarterly summary form?<br />What information will you need to report to donors or other stakeholder?<br />
    11. 11. Evaluation: what’s the point?<br />Lofty program goals<br />Interim steps to achievement<br />Assets program imparts toward specific ends<br />
    12. 12. <ul><li>HIV/AIDS and RH: knowledge, skills and behaviors, including adoption of safer sexual behaviors and service use
    13. 13. Economic skills: ability to plan and manage personal and familial finances, identify and access available services, FET opps, social benefits; articulate a plan for pursuing future livelihood-enhancing opportunities
    14. 14. Social networks and support: access to friends, adult role models and individuals/groups who can assist with crisis management and provide links to opportunities</li></li></ul><li>Specific Financial capabilities questions<br /> -I have a financial goal (yes/no)<br /> -I am saving money in order to do or buy something specific (yes/no)<br /> -When you have money, do you plan ahead for how to spend it?<br /> -I have savings/ I am saving (yes/no) <br /> -I have some money I keep in case of an emergency (yes/no)<br /> -How much money do you have in your savings?<br /> -Have you ever tried to open a bank account? (if yes, were you successful?)<br /> -Have you ever borrowed money?<br />
    15. 15.
    16. 16. Changes seen post-program<br />Sexual debut<br />Secondary abstinence,<br /> fewer partners <br />Condom confidence<br />Improved budgeting and planning skills<br />Pursuing income-generating activities<br />Having savings<br />Social capital<br />Higher self-esteem<br />Birth certificate <br />Social grants<br />SA ID <br />Gender attitudes<br />
    17. 17. (SiyakhaNentsha) has helped us a lot, because although I had goals before the problem I had is I did not know how to prioritize, like which one should be more important than the other. Now I know that in order to reach my long-term goals, I should have short-term goals, that are going to be the steps toward my goals.”<br />
    18. 18. “Before, if I had money, say maybe I have 50 Rand, I would not check how much, I would just buy and see when I have to pay. But now if I have 50 Rand I have to calculate first, how many things I can get. And how much money I can use and what will remain behind.”<br />
    19. 19. Don’t trust your data too much<br />“I was helped a lot in the financial setion, because when they came here and they asked us if we knew how to save money, and I lied! I said yes!<br />…”Then they gave us diaries, so I started writing whenever I save money. Now I can see where the money is going.”<br />
    20. 20. Selected resources<br />http://www.popcouncil.org/pdfs/2010PGY_AdolGirlToolkitSection4.pdf<br />Hallman, K. 2010, in press. “Social exclusion: The gendering of adolescent HIV risks in KwaZulu-Natal, South Africa,” in J. Klot and V. Nguyen eds., The Fourth Wave: An Assault on Women - Gender, Culture and HIV in the 21st Century. Social Science Research Council and UNESCO.<br />Hallman, K. 2008.“Researching the determinants of vulnerability to HIV amongst adolescents,” IDS Bulletin, 39(5), November 2008.<br />Bruce, J. and Hallman, K. 2008. “Reaching the girls left behind,” Gender & Development, 16(2): 227-245.<br />Hallman, K and Roca, E. 2007. “Reducing the social exclusion of girls,” www.popcouncil.org/pdfs/TABriefs/PGY_Brief27_SocialExclusion.pdf<br />Hallman, K. 2005. “Genderedsocioeconomic conditions and HIV riskbehavioursamongyoung people in South Africa,”African Journal of AIDS Research 4(1): 37–50.Abstract: http://www.popcouncil.org/projects/abstracts/AJAR_4_1.html<br />
    21. 21. Thank you! <br />Our funders: ESRC/Hewlett Joint Scheme<br />& DFID via the ABBA RPC<br />

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