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2022 IC_Designing for Results breakout session_Final.pptx
- 1. DESIGNING RESULTS-ORIENTED SERVICE PROJECTS June 8, 2022
- 3. Francis “Tusu” Tusubira PRESENTERS Denise Creisson
- 4. â—Ź Understand how & why the theory of change approach is relevant to Rotary service projects â—Ź Hear practical examples of how Rotary members have applied this approach â—Ź Know where you can find more resources on designing results-oriented service projects â—Ź Feel excited, not intimidated, by the term theory of change! LEARNING OBJECTIVES
- 6. GETTING TO IMPACT – BUILDING BLOCKS INPUT OUTPUT OUTCOME IMPACT The resources invested in a project Example: Time, money, training, and materials used for project or program The immediate results of a project Example: People trained, materials delivered, people and institutions engaged The short-term or intermediate results of a project Example: Adoption of systems or practices encouraged by project The positive, long- term changes resulting from our actions Example: Measurable improvement that otherwise would not have happened
- 7. Long-term change Medium- to long- term change Short- to medium-term change Short-term change Reached by goods and services Goods / services Activities Assumptions ssumptions Assumptions sumptions Assumptions sumptions Assumptionss umptions Assumptionss sumptions THEORY OF CHANGE • A set of assumptions about how an intervention leads to an intended change and under what conditions • An articulation/representation of our understanding of how and why change happens • An explicit identification of the implicit connection between activities and change processes • A way of attempting to be more honest about complex change processes • Framework for understanding program attribution vs. contribution Timeline
- 8. PRACTICAL APPLICATION: ASSESSING THE “COMPUTERS FOR LEARNING (C4L)” THEORY OF CHANGE
- 9. Improved learning outcomes Improved learning practices Increased computer-related knowledge & skills Students access computer lab Computer lab equipped / rehabilitated Equip school with computer lab C4L THEORY OF CHANGE Lab has access to reliable power supply Equipment is sufficient to reach all students Teachers provide high quality computer- related teaching practices Students have sufficient access to computers for their learning needs Strong parental engagement in student learning Timeline
- 10. Improved learning outcomes Improved learning practices Increased computer-related knowledge & skills Students access computer lab Computer lab equipped / rehabilitated Equip school with computer lab Targeted teachers attend training Teachers complete training Teachers motivated to improve teaching practices C4L THEORY OF CHANGE Improved computer-related teaching practices Increased computer-related knowledge and skills Teachers reached by training Training delivered Deliver training Lab has access to reliable power supply Teachers provide high quality computer- related teaching practices Students have sufficient access to computers for their learning needs Strong parental engagement in student learning Timeline
- 12. If members of the community are trained in poultry farming, they will make enough money to look after themselves and take their children to school. Original theory of change for Adopt a Village
- 13. Assumptions • Healthy community members are able and willing to farm poultry. • There is a market for poultry and eggs. • Farmers are financially literate. • Schools are accessible, and capable teachers are present. • Girls and boys are equally encouraged to attend and complete their education. • What other assumptions might there be? Turn to each other and discuss for 2 minutes.
- 14. • Adopt a Village model: modified approach from hand-outs to hand up to improve program results • When assumptions are accounted for, the program enablers (like chickens and poultry training) can be more effectively introduced • Taking a theory of change approach helps one think through what partners/experts are necessary to support reaching the desired results Learning
- 15. Panama Digital Classrooms M&E Framework Aims - Go beyond just counting outputs, track changes more closely and use elements of strategy and management. M&E Team Host project leads, international project lead and the cadre.
- 16. INPUTS • Stakeholder time commitment • Funding from GG and MoE • Training delivered by the UTP • Materials provided by local supplier Before • Alignment on expected commitment • The MoE is fully conversant on the project and estimated future cash inflow requirement is known • Student teachers have sufficient access to devices for their learning • No disruptions i.e. from economic volatility Assumptions • Stakeholder Management Strategy • Management & Governance Plan • Strategy & Direction Plan • Risk Management Strategy After
- 17. OUTPUTS • Teachers trained on new technologies • Digital classrooms equipped • Lessons prepared with the use of new technologies Before •Training design adequately meets learning outcomes •Equipment is delivered as planned and is fit for purpose with adequate power and connectivity •Graduate teachers provide high quality digital learning Assumptions •Uptake of each cohort monitored and interventions applied to increase as required •Management & Governance Plan •Monitor how instruction in the classrooms is changing over the implementation After
- 18. OUTCOMES • Teachers using new curriculum • Increased digital related knowledge & skills Before • Uptake from teachers will be high • Uptake from classroom school children will be high Assumptions • Establish base KPI's to measure After
- 19. IMPACT • Improvement in student achievement Before • All interventions implemented will achieve intended benefits realisation Assumptions • As this is a multi-year project, periodically investigate whether initial plans and aims are still relevant and whether the ToC and strategy need adapting at intervals After
- 20. â—Ź Cadre of Technical Advisers: cadre@rotary.org â—Ź Rotary Action Groups â—Ź Programs of Scale webpage â—Ź Increase our Impact course on Learning Center Theory of Change Resources
- 22. Questions?
Editor's Notes
- SARAH My name is Sarah Crawford, and I will be serving as the moderator today. [include brief intro]
- SARAH Our presenters are Francis Tusubira and Denise Creisson Tusu [A retired academic and practicing ICT expert as the Managing Partner of Knowledge Consulting Ltd (https://kcl.co.ug/), Tusu is a Rotary Citizen with his foundation in the Rotary Club of Kampala North, now District 9213, Uganda. He is passionate about service to the community and people development, especially the youth. He continues to serve within and outside Rotary in various capacities at national, regional, and international levels. He is married to Dorcas of the Rotary Club of Sunrise Kampala, with whom they are deeply involved in supporting communities, both through and outside Rotary.] Denise [add bio]Core Expertise: Leadership & Strategy, Change Management, Project Management Education: PGDip in Organisational Leadership MBA BSc Accounting & Finance Career: Head of People & Organisational Development Corporate Trainer Senior Lecturer Management Accountant Other Roles: TRF BEL Cadre Leader (Technical Coordinator) RGBI D1260 District International Service Chair Exec Board Oxford University Entrepreneurs Network (London Chapter)
- SARAH It is our intention that by the end of this session, you will:
- Sarah Increasing our impact is a key pillar of Rotary’s Action Plan. This cannot be done without improving our ability to measure impact – which necessitates a results-oriented approach to designing service projects: what do we want to achieve, and how do we get there?
- SARAH Some of you may be familiar with this diagram from other break-out sessions you have attended, and we will relate it to theory of change. It is a simple, linear way of showing the building blocks that lead to understanding impact. As you can see on the left it starts with inputs, the resources that are invested in a project. The next building block is labeled OUTPUT, those are the immediate results of project activities. Next is OUTCOMES, the short-term or intermediate results of a project, and lastly IMPACT, which is the positive, long-term changes resulting from our actions. Rotary is focusing our efforts and resources on sustainable projects that bring lasting, positive change in communities around the world. The key word in this definition is change. However, while this building block depiction may be useful, we know that such a linear way of viewing the world isn’t always realistic. Just because one step is achieved doesn't mean we will always arrive at the next step. For example, providing teacher training and textbooks doesn't guarantee improved literacy rates of students. There are lots of other embedded assumptions that could affect quality of education provision and learning outcomes. Therefore, when thinking about what’s the change we want to see, and how do we get there? It’s useful to take the theory of change approach. Please do not be alarmed by the term “theory of change” we will explain!
- SARAH
- We will now go through an example prepared by colleagues at Mathematica Computers for Learning is a project where computers were donated to a high school, and the teachers were trained on how to operate and maintain the computers.
- Sarah
- Sarah – talk through the slide then transition to Tusu TUSU In talking through, highlight that even this is not complete? For example, teacher motivation - underpaid? Will improved skills make them mobile instead, go say to a private school? Is there suitable content in the local language?
- TUSU There are a lot of implicit and explicit assumptions in trying to lift a community out of poverty. The original intention was to address poverty by providing inputs - chicken, cows, etc. that would enable income generation – along with training to enable members of the community to work these.
- TUSU Read statement. What does this simplified statement assume? Give 30 seconds for audience to read and think. What conditions might need to be present for this statement to be true?
- TUSU This assumes a healthy community. However, a community where disease is a challenge will lose so much time being sick that they cannot focus usefully on any other initiative that will help them to develop. You cannot address CED if you have not addressed basic health, and this component must be added. Health centers come to mind. Is that all? We all know that illiteracy can be a major barrier, if not a full block, to any efforts related to development. This really means CED must also look at the literacy and numeracy environment (along with the ability to interpret, create linkages and APPLY what is read to personal empowerment and development!): if it is deficient, it must be addressed. And this must go hand in hand with training in financial literacy.
- TUSU So you see, CED has became a totality of multiple inter-related and synergetic causal paths. This is now the formalized Adopt-a-Village approach that is recognised as one of the good models for CED, a model that evolved from a handouts to a hand-up. And lest we forget: it is not the things we give to or put in communities that create sustainability of the initiative. It is what the Community does in response (implicitly in a positive sense) to what we do as Rotarians that creates sustainability. This is behavioral change. We are just catalysts, not part of the reaction. Now, when the ground is fertile in terms of the elements above, enablers like skills development (chances are that these will relate to agriculture and other income generating opportunities in rural communities) can be introduced. Or all the elements can move simultaneously to create synergy. Microcredit for example is an enabler: it is not a solution. One realizes soon on life (if one is lucky) that money is never a solution. Giving money to the poor does not make them rich: it makes them poor people with some transient cash. You may be thinking: one global grant funded project cannot address agricultural practices, financial literacy, quality education, and health – which probably also includes water sanitation. What is clear is that in all the above (and there is a lot more that might need to be done in the community to fertilise the ground for CED), dedicated expertise will be required. So we look for partners with knowledge and experience in handling the different aspects. Cooperating organisations: these are now recognized as of one the key features of sustainable CED. Ok, this does not mean Rotarians do nothing: they must also dig in and apply their skills, but hey, being a Rotarian is NOT a full time job, so we also need a helping expert hand.
- DENISE Global Grant funded project Training future teachers at the teacher training college and existing teachers in satellite schools on new techniques in teaching with an emphasis on collaborative learning, creative thinking and use of new technology (8 Paul Harris Interactive Digital classrooms) helping young people in Panama to avoid the pitfalls of poverty, create a more fulfilling future for themselves and be more productive. could you talk about the Panama BEL example here? How the Rotary members learned from their initial GG that they weren’t going to have a sustained impact if they didn’t address the national teacher training institute? That they couldn’t just provide technology to the schools – but they need to have considered and addressed: training of teachers, coaching and support of teachers, modifying the curriculum so use of a computer made sense, having the appropriate equipment and ensuring ppl could maintain it, etc.
- Stakeholder Time Commitment - Assessed and engage the right stakeholders, conducting mapping the key stakeholders on a regular basis in line with changing context Funding from GG & MoE - Technical specification document raised to signpost expected ongoing costs for repair, maintenance and replacement and regular meetings with key MoE reps to keep them abreast of the implementation thereby increasing engagement and buyin Training delivered by the UTP - Established what technology resources were available for instruction and how appropriate and relevant they were for meeting the goals of the project, revising and seeking alternatives where required Materials provided by local supplier - Explored known risk and mitigation required to be responsive rather than reactive in negotiations with suppliers
- Teachers trained on new technologies - Using pre and post surveys to identify areas to be strengthened. Also, engaging champions to support with additional training requirements to accommodate different learning styles Digital classrooms equipped - Put together a strategy to assess the utilisation of the equipment supplied with the schools’ administration Lessons prepared with the use of new technologies - Assessing how teachers are applying the skills within their own classrooms and what barriers exist to using these strategies and skills, working with the champions to be results focused and implement resolutions
- Teachers using new curriculum - Monitor number of graduate teachers are embracing the tools and changing their methodologies/strategies in classroom delivery. Put in place a strategy for knowledge management, stakeholder engagement and how they are to be adopted Increased digital related knowledge & skills - Monitor if the intervention has had an impact on the school children and what the PTA has observed about the impact on the school children.
- Assess what has been actualised at intervals and what changes in strategies are needed to realise an improvement in student achievement
- Denise
- Denise This is what you will find in the learning center series.Â
- Denise Now we would like to take some questions from the audience.