This document summarizes guidelines for integrating gender equality into projects and programs. It discusses identifying target groups, conducting gender analysis, developing gender strategies and integrating gender considerations into project planning, implementation, and monitoring/evaluation. Key aspects covered include developing gender-sensitive indicators and outcomes, practicing gender-responsive budgeting, establishing minimum standards, and using checklists to ensure all relevant components are included. The overall aim is to help practitioners mainstream gender perspectives throughout the project cycle to promote greater equality.
Organizational Capacity-Building Series - Session 5: Program PlanningINGENAES
This session discusses key issues to consider when starting an NGO. These presentations are are part of a workshop series that was implemented in Nepal and 2016 as part of the INGENAES initiative.
Organizational Capacity-Building Series - Session 6: Program EvaluationINGENAES
This document summarizes a presentation on program evaluation for NGO partner organizations. It defines program evaluation as the systematic process of collecting and analyzing information about a program to make necessary decisions. There are two main types of evaluations: process evaluations, which verify proper implementation, and outcome evaluations, which assess a program's effectiveness and impact. The presentation outlines key steps for developing an evaluation plan, including determining the purpose and audience, identifying evaluation questions, choosing a methodology, collecting and analyzing data, and reporting findings. It also discusses important considerations like the appropriate evaluator and presents an activity for participants to develop strategies, outcomes, and discuss an evaluation plan for one of their program objectives.
Evaluation of SME and entreprenuership programme - Jonathan Potter & Stuart T...OECD CFE
Presentation by Jonathan Potter, OECD LEED Senior Policy Analyst, and Stuart Thompson, OECD LEED Policy Analys, tat the seminar organised by the OECD LEED Trento Centre for the Officers of the Autonomous Province of Trento on 13 November 2015.
https://www.trento.oecd.org
This document provides an overview of monitoring and evaluation concepts for designing M&E frameworks and plans. It discusses the key components of an M&E framework including objectives, indicators, data collection, responsibilities and frequency. Examples are provided of frameworks for different public health programs addressing problems like maternal mortality and fertility. Participants are guided through exercises to identify health problems, program objectives, and indicators for sample case studies. The document emphasizes establishing valid, reliable and timely indicators that are consistent with program design and aid management and evaluation of progress toward objectives. It also covers developing a full M&E framework with defined indicators, data sources and collection responsibilities.
This document provides an overview of monitoring and evaluation concepts for designing M&E frameworks and plans. It discusses the difference between program frameworks and M&E frameworks, and how to identify appropriate indicators. Participants are guided through exercises to develop a program logic model and select indicators for a sample public health case study. Key aspects of M&E frameworks like data sources, collection methods and responsibilities are reviewed. The document emphasizes setting realistic expectations and adapting the M&E plan if funding is reduced.
Organizational Capacity-Building Series - Session 5: Program PlanningINGENAES
This session discusses key issues to consider when starting an NGO. These presentations are are part of a workshop series that was implemented in Nepal and 2016 as part of the INGENAES initiative.
Organizational Capacity-Building Series - Session 6: Program EvaluationINGENAES
This document summarizes a presentation on program evaluation for NGO partner organizations. It defines program evaluation as the systematic process of collecting and analyzing information about a program to make necessary decisions. There are two main types of evaluations: process evaluations, which verify proper implementation, and outcome evaluations, which assess a program's effectiveness and impact. The presentation outlines key steps for developing an evaluation plan, including determining the purpose and audience, identifying evaluation questions, choosing a methodology, collecting and analyzing data, and reporting findings. It also discusses important considerations like the appropriate evaluator and presents an activity for participants to develop strategies, outcomes, and discuss an evaluation plan for one of their program objectives.
Evaluation of SME and entreprenuership programme - Jonathan Potter & Stuart T...OECD CFE
Presentation by Jonathan Potter, OECD LEED Senior Policy Analyst, and Stuart Thompson, OECD LEED Policy Analys, tat the seminar organised by the OECD LEED Trento Centre for the Officers of the Autonomous Province of Trento on 13 November 2015.
https://www.trento.oecd.org
This document provides an overview of monitoring and evaluation concepts for designing M&E frameworks and plans. It discusses the key components of an M&E framework including objectives, indicators, data collection, responsibilities and frequency. Examples are provided of frameworks for different public health programs addressing problems like maternal mortality and fertility. Participants are guided through exercises to identify health problems, program objectives, and indicators for sample case studies. The document emphasizes establishing valid, reliable and timely indicators that are consistent with program design and aid management and evaluation of progress toward objectives. It also covers developing a full M&E framework with defined indicators, data sources and collection responsibilities.
This document provides an overview of monitoring and evaluation concepts for designing M&E frameworks and plans. It discusses the difference between program frameworks and M&E frameworks, and how to identify appropriate indicators. Participants are guided through exercises to develop a program logic model and select indicators for a sample public health case study. Key aspects of M&E frameworks like data sources, collection methods and responsibilities are reviewed. The document emphasizes setting realistic expectations and adapting the M&E plan if funding is reduced.
Organizational Structure-Planning and Implementation.pdfVarren Pechon
ORGANIZATIONAL STRUCTURE: Planning & Implementation-A social unit of people, systematically structured and managed to meet a need or to pursue collective goals on a continuing basis.
The document outlines the key steps in the public relations process:
1. Research is conducted to define problems and understand audiences. Various research methods are described.
2. Planning and programming involves setting objectives, budgets, schedules and strategies based on research findings.
3. Actions are taken and communication is implemented to achieve program goals using appropriate tactics.
4. Evaluation assesses program preparation, implementation and results to determine effectiveness and make adjustments.
This document discusses developing logic models to focus program evaluations. It defines logic models and their components, and provides an example logic model for an education program to prevent HIV infection. Logic models describe the resources, activities, outputs, and short- and long-term outcomes of a program, helping evaluators design focused evaluation questions. The document emphasizes engaging stakeholders in developing the logic model and determining the evaluation's purpose and questions.
Integrating Gender in the M&E of Health Programs: A ToolkitMEASURE Evaluation
This document introduces an integrated gender toolkit for monitoring and evaluating health programs. The toolkit was developed to provide guidance on integrating gender considerations into health program M&E activities. It includes modules on developing a rationale, identifying stakeholders, building a gender-integrated M&E plan, and developing an implementation plan. Each module includes activities and tools to help programs collect sex-disaggregated data, analyze how programs impact gender norms and inequalities, and improve health outcomes. The overall aim is to equip programs with the resources needed to understand the relationship between gender and health and incorporate gender perspectives into their M&E practices.
This document discusses social impact analysis and its importance in project design and implementation. It provides:
1) An overview of social impact analysis and how it identifies project stakeholders and beneficiaries.
2) Details the three levels at which social analysis can be conducted from development strategies to project implementation.
3) Outlines factors to consider in social analysis like affected groups, their needs and capacity, as well as potential adverse impacts.
4) Emphasizes how social analysis helps ensure projects are socially responsive and benefits are equitably distributed.
The document outlines the steps in the planning process, including defining objectives, assessing resources and priorities, writing the plan, implementing it, monitoring progress, and evaluating outcomes. It describes different types of planning according to managerial hierarchy (strategic, tactical, operational), use (single, standing), and flexibility (specific, flexible). The planning cycle involves analyzing health situations, establishing objectives, assessing resources, prioritizing issues, writing the plan, programming implementation, monitoring, and evaluation.
The document discusses Results Oriented Management and Accountability (ROMA), an initiative to promote effectiveness among agencies receiving anti-poverty funds. ROMA provides a framework focused on results-oriented management and accountability. It identifies six broad anti-poverty goals and presents a decision making cycle of assessing needs, planning, performing activities, and evaluating outcomes. The cycle involves identifying goals and measurable indicators for programs and monitoring achievements through comparing outputs to established goals.
This summary provides an overview of 3 implementation research studies on integrated community case management (iCCM) conducted by the University Research Co., LLC.
The first study analyzed iCCM policies in 6 countries to understand how policy context, actors, and processes influence iCCM implementation. It found that policies often did not explicitly mention iCCM and were developed with technical staff but lacked engagement from key stakeholders. External funding was critical for policy development. The second study developed an iCCM costing and financing tool to help countries estimate costs and plan long-term financing. It was tested in Malawi and Senegal. The third study examined an iCCM monitoring improvement project in an unnamed country. Overall, the studies provide insights into real-
The document discusses monitoring and evaluation of education programs for sustainable development. It aims to identify learning processes aligned with ESD and their contributions. Key learning processes include collaboration, engaging stakeholders, and active participation. ESD learning refers to gaining knowledge as well as learning critical thinking and envisioning positive futures. However, data on ESD processes and outcomes is limited. The review recommends improved data collection focusing on experiences rather than literature. More evidence is still needed to fully understand ESD's contributions to sustainable development.
The document discusses planning and project management in the context of corporate and organizational development. It defines the relationships between corporate planning, programming, and project management. Corporate planning involves strategic, tactical, and annual planning to achieve organizational goals. Programming breaks long-range plans into intermediate programs, and project management identifies specific projects to implement programs. Projects have defined life cycles from initiation to evaluation. Project management ensures projects meet goals on time and within budget.
This document provides guidance on planning models for youth work. It outlines the key components of an effective planning model: Needs, Aim, Objectives, Strategy, Evaluation and Monitoring, and Concrete Steps. For each component, it asks planning questions and provides examples. The overall purpose is to show that all considerations have been taken into account when planning youth activities. Effective planning is important for meeting criteria for placements and demonstrating sound work with young people.
This document discusses policy objectives and formulation using the Logical Framework Approach. It defines key LFA concepts like goals, purposes, outputs, activities and assumptions. Goals are long-term objectives, purposes are benefits the plan seeks to achieve, outputs are tangible deliverables, and activities are actions to achieve outputs. The document also discusses using objective trees to analyze objectives and alternative strategies based on criteria like benefits, costs, feasibility and sustainability. The overall aim is to provide guidance on clarifying objectives and developing education policies and plans.
A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks
that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to
mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies
from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have:
• Created a new chapter to explain sampling.
• Incorporated new material on designing questionnaires.
• Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.”
• Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models.
• Added new studies and references; new Internet sources of information.
• Included new examples of measurement instruments (scales) with a macro
focus.
• Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13).
• Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing
executive summaries and considerations in planning and writing evaluation
reports for agencies.
• Deleted the chapter on Goal Attainment Scalin
The document outlines the 7 phases of community organization: study, analysis, assessment, organization, action, evaluation, and modification/continuation. It provides details on the key activities and goals of each phase. The study phase involves fact-finding about the community needs and problems using methods like pilot studies and descriptive studies. The analysis phase involves breaking down the problem and examining relationships. Assessment determines the nature, causes, and impact of the problem. Organization establishes roles and responsibilities. Action determines courses of action. Evaluation assesses effectiveness and achievements. Modification uses evaluation findings to improve future interventions.
The document outlines the 7 phases of community organization: study, analysis, assessment, organization, action, evaluation, and modification/continuation. It provides details on the key activities and goals of each phase. The study phase involves fact-finding about the community needs and problems. Analysis breaks down the issues and examines relationships. Assessment evaluates the nature, causes, and impact of problems. Organization establishes roles and responsibilities. Action determines courses of action. Evaluation measures goals achievement. Modification uses lessons learned to refine future work.
This document provides an overview of the National Framework for Effective HPN SBCC, which aims to harmonize social and behavior change communication (SBCC) strategies with national health priorities in Bangladesh. The framework is intended to guide stakeholders through developing, implementing, and evaluating effective SBCC strategies and programs. It consists of three main steps: 1) developing a profile of the current SBCC situation through research and analysis, 2) strategic design using coordination, capacity building, and community engagement, and 3) creating an implementation plan with timelines, outputs, indicators, and M&E strategies. Cross-cutting themes of research, documentation, knowledge management, and gender are also addressed. The framework is meant to be adaptable on conceptual and
The document provides an overview of Outcome Mapping (OM), a planning, monitoring, and evaluation approach that focuses on behavioral changes of boundary partners rather than linear cause-and-effect frameworks. It discusses the 7 steps of OM: 1) defining a vision, 2) developing a mission, 3) identifying boundary partners, 4) crafting outcome challenges, 5) establishing progress markers, 6) creating strategy maps, and 7) considering organizational practices. Key concepts are boundary partners whose behavior may change, and progress markers that show transformation in partners from initial to profound changes.
Dr Bardini and Cassandra Jessee from YouthPower hosted a workshop on Measuring Positive Youth Development (PYD) at the 8th AfrEA International Conference in Kampala, Ghana.
This document provides an overview of operations research (OR). It begins with the history and origins of OR, noting it emerged from efforts during WWII and expanded to business/industry post-war. Definitions of OR are presented focusing on using research to identify and solve program problems. The purpose, scope, uses and potential issues of OR are described. Finally, the document outlines the process of OR including planning, implementation, and follow through.
This document discusses evaluation principles, processes, components, and strategies for evaluating community health programs. It begins by defining evaluation and explaining that the community nurse evaluates community responses to health programs to measure progress towards goals and objectives. The evaluation process involves assessing implementation, short-term impacts, and long-term outcomes. Key components of evaluation include relevance, progress, cost-efficiency, effectiveness, and outcomes. The document then describes various evaluation strategies like case studies, surveys, experimental design, monitoring, and cost-benefit/cost-effectiveness analyses and how they can be useful for evaluation.
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
Three shifts are required to get to a systems perspective:
BIG PICTURE - Move from focusing only on our part of the system to seeing more of the whole system.
PERSONAL RESPONSIBILITY - Move from hoping others will change first to identifying where we have agency to change ourselves.
SYSTEMS STRUCTURE - Move from focusing on individual events (fires, crises) to understanding and redesigning the deeper systems structures that cause these events.
More Related Content
Similar to Assignment_Group 2_Integrating Gender Equality.pptx
Organizational Structure-Planning and Implementation.pdfVarren Pechon
ORGANIZATIONAL STRUCTURE: Planning & Implementation-A social unit of people, systematically structured and managed to meet a need or to pursue collective goals on a continuing basis.
The document outlines the key steps in the public relations process:
1. Research is conducted to define problems and understand audiences. Various research methods are described.
2. Planning and programming involves setting objectives, budgets, schedules and strategies based on research findings.
3. Actions are taken and communication is implemented to achieve program goals using appropriate tactics.
4. Evaluation assesses program preparation, implementation and results to determine effectiveness and make adjustments.
This document discusses developing logic models to focus program evaluations. It defines logic models and their components, and provides an example logic model for an education program to prevent HIV infection. Logic models describe the resources, activities, outputs, and short- and long-term outcomes of a program, helping evaluators design focused evaluation questions. The document emphasizes engaging stakeholders in developing the logic model and determining the evaluation's purpose and questions.
Integrating Gender in the M&E of Health Programs: A ToolkitMEASURE Evaluation
This document introduces an integrated gender toolkit for monitoring and evaluating health programs. The toolkit was developed to provide guidance on integrating gender considerations into health program M&E activities. It includes modules on developing a rationale, identifying stakeholders, building a gender-integrated M&E plan, and developing an implementation plan. Each module includes activities and tools to help programs collect sex-disaggregated data, analyze how programs impact gender norms and inequalities, and improve health outcomes. The overall aim is to equip programs with the resources needed to understand the relationship between gender and health and incorporate gender perspectives into their M&E practices.
This document discusses social impact analysis and its importance in project design and implementation. It provides:
1) An overview of social impact analysis and how it identifies project stakeholders and beneficiaries.
2) Details the three levels at which social analysis can be conducted from development strategies to project implementation.
3) Outlines factors to consider in social analysis like affected groups, their needs and capacity, as well as potential adverse impacts.
4) Emphasizes how social analysis helps ensure projects are socially responsive and benefits are equitably distributed.
The document outlines the steps in the planning process, including defining objectives, assessing resources and priorities, writing the plan, implementing it, monitoring progress, and evaluating outcomes. It describes different types of planning according to managerial hierarchy (strategic, tactical, operational), use (single, standing), and flexibility (specific, flexible). The planning cycle involves analyzing health situations, establishing objectives, assessing resources, prioritizing issues, writing the plan, programming implementation, monitoring, and evaluation.
The document discusses Results Oriented Management and Accountability (ROMA), an initiative to promote effectiveness among agencies receiving anti-poverty funds. ROMA provides a framework focused on results-oriented management and accountability. It identifies six broad anti-poverty goals and presents a decision making cycle of assessing needs, planning, performing activities, and evaluating outcomes. The cycle involves identifying goals and measurable indicators for programs and monitoring achievements through comparing outputs to established goals.
This summary provides an overview of 3 implementation research studies on integrated community case management (iCCM) conducted by the University Research Co., LLC.
The first study analyzed iCCM policies in 6 countries to understand how policy context, actors, and processes influence iCCM implementation. It found that policies often did not explicitly mention iCCM and were developed with technical staff but lacked engagement from key stakeholders. External funding was critical for policy development. The second study developed an iCCM costing and financing tool to help countries estimate costs and plan long-term financing. It was tested in Malawi and Senegal. The third study examined an iCCM monitoring improvement project in an unnamed country. Overall, the studies provide insights into real-
The document discusses monitoring and evaluation of education programs for sustainable development. It aims to identify learning processes aligned with ESD and their contributions. Key learning processes include collaboration, engaging stakeholders, and active participation. ESD learning refers to gaining knowledge as well as learning critical thinking and envisioning positive futures. However, data on ESD processes and outcomes is limited. The review recommends improved data collection focusing on experiences rather than literature. More evidence is still needed to fully understand ESD's contributions to sustainable development.
The document discusses planning and project management in the context of corporate and organizational development. It defines the relationships between corporate planning, programming, and project management. Corporate planning involves strategic, tactical, and annual planning to achieve organizational goals. Programming breaks long-range plans into intermediate programs, and project management identifies specific projects to implement programs. Projects have defined life cycles from initiation to evaluation. Project management ensures projects meet goals on time and within budget.
This document provides guidance on planning models for youth work. It outlines the key components of an effective planning model: Needs, Aim, Objectives, Strategy, Evaluation and Monitoring, and Concrete Steps. For each component, it asks planning questions and provides examples. The overall purpose is to show that all considerations have been taken into account when planning youth activities. Effective planning is important for meeting criteria for placements and demonstrating sound work with young people.
This document discusses policy objectives and formulation using the Logical Framework Approach. It defines key LFA concepts like goals, purposes, outputs, activities and assumptions. Goals are long-term objectives, purposes are benefits the plan seeks to achieve, outputs are tangible deliverables, and activities are actions to achieve outputs. The document also discusses using objective trees to analyze objectives and alternative strategies based on criteria like benefits, costs, feasibility and sustainability. The overall aim is to provide guidance on clarifying objectives and developing education policies and plans.
A textbook must provide, first and foremost, information to assist the reader in better understanding the topic. Second, it ought to provide the information in a way that can be easily accessed and digested, and it needs to be credible. Textbooks
that have gone through multiple editions continue to improve as a result of reviewers’ comments and readers’ feedback, and this one is no exception. Looking back over the efforts associated with this Fifth Edition, the old wedding custom of “something old, something new, something borrowed, something blue” comes to
mind. We have built upon the solid foundation of previous editions, but then added “something new.” It almost goes without saying that we have “borrowed” from others in that we both cite and quote examples of program evaluation studies
from the literature. “Something blue” . . . well, we’re not sure about that. Those who have used the Fourth Edition might be interested in knowing what has changed in this new edition. Based on reviewers’ comments we have:
• Created a new chapter to explain sampling.
• Incorporated new material on designing questionnaires.
• Overhauled the chapter on qualitative evaluation. It is now “Qualitative and Mixed Methods in Evaluation.”
• Reworked the “Formative and Process Evaluation” chapter with expanded coverage on developing logic models.
• Added new studies and references; new Internet sources of information.
• Included new examples of measurement instruments (scales) with a macro
focus.
• Inserted new checklists and guides (such as ways to minimize and monitor for potential fidelity problems—Chapter 13).
• Revised the chapter “Writing Evaluation Proposals, Reports, and Journal Articles” to give it less of an academic slant. There’s new material on writing
executive summaries and considerations in planning and writing evaluation
reports for agencies.
• Deleted the chapter on Goal Attainment Scalin
The document outlines the 7 phases of community organization: study, analysis, assessment, organization, action, evaluation, and modification/continuation. It provides details on the key activities and goals of each phase. The study phase involves fact-finding about the community needs and problems using methods like pilot studies and descriptive studies. The analysis phase involves breaking down the problem and examining relationships. Assessment determines the nature, causes, and impact of the problem. Organization establishes roles and responsibilities. Action determines courses of action. Evaluation assesses effectiveness and achievements. Modification uses evaluation findings to improve future interventions.
The document outlines the 7 phases of community organization: study, analysis, assessment, organization, action, evaluation, and modification/continuation. It provides details on the key activities and goals of each phase. The study phase involves fact-finding about the community needs and problems. Analysis breaks down the issues and examines relationships. Assessment evaluates the nature, causes, and impact of problems. Organization establishes roles and responsibilities. Action determines courses of action. Evaluation measures goals achievement. Modification uses lessons learned to refine future work.
This document provides an overview of the National Framework for Effective HPN SBCC, which aims to harmonize social and behavior change communication (SBCC) strategies with national health priorities in Bangladesh. The framework is intended to guide stakeholders through developing, implementing, and evaluating effective SBCC strategies and programs. It consists of three main steps: 1) developing a profile of the current SBCC situation through research and analysis, 2) strategic design using coordination, capacity building, and community engagement, and 3) creating an implementation plan with timelines, outputs, indicators, and M&E strategies. Cross-cutting themes of research, documentation, knowledge management, and gender are also addressed. The framework is meant to be adaptable on conceptual and
The document provides an overview of Outcome Mapping (OM), a planning, monitoring, and evaluation approach that focuses on behavioral changes of boundary partners rather than linear cause-and-effect frameworks. It discusses the 7 steps of OM: 1) defining a vision, 2) developing a mission, 3) identifying boundary partners, 4) crafting outcome challenges, 5) establishing progress markers, 6) creating strategy maps, and 7) considering organizational practices. Key concepts are boundary partners whose behavior may change, and progress markers that show transformation in partners from initial to profound changes.
Dr Bardini and Cassandra Jessee from YouthPower hosted a workshop on Measuring Positive Youth Development (PYD) at the 8th AfrEA International Conference in Kampala, Ghana.
This document provides an overview of operations research (OR). It begins with the history and origins of OR, noting it emerged from efforts during WWII and expanded to business/industry post-war. Definitions of OR are presented focusing on using research to identify and solve program problems. The purpose, scope, uses and potential issues of OR are described. Finally, the document outlines the process of OR including planning, implementation, and follow through.
This document discusses evaluation principles, processes, components, and strategies for evaluating community health programs. It begins by defining evaluation and explaining that the community nurse evaluates community responses to health programs to measure progress towards goals and objectives. The evaluation process involves assessing implementation, short-term impacts, and long-term outcomes. Key components of evaluation include relevance, progress, cost-efficiency, effectiveness, and outcomes. The document then describes various evaluation strategies like case studies, surveys, experimental design, monitoring, and cost-benefit/cost-effectiveness analyses and how they can be useful for evaluation.
Similar to Assignment_Group 2_Integrating Gender Equality.pptx (20)
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
Three shifts are required to get to a systems perspective:
BIG PICTURE - Move from focusing only on our part of the system to seeing more of the whole system.
PERSONAL RESPONSIBILITY - Move from hoping others will change first to identifying where we have agency to change ourselves.
SYSTEMS STRUCTURE - Move from focusing on individual events (fires, crises) to understanding and redesigning the deeper systems structures that cause these events.
Probability
Random variables and Probability Distributions
The Normal Probability Distributions and Related Distributions
Sampling Distributions for Samples from a Normal Population
Classical Statistical Inferences
Properties of Estimators
Testing of Hypotheses
Relationship between Confidence Interval Procedures and Tests of Hypotheses.
This document outlines the course objectives, contents, and methodology of an econometrics course for development professionals. The course aims to equip students with econometric skills and techniques through topics including simple and multiple regression, time series analysis, and the use of software. It will cover statistical background, specification of econometric models, estimation, hypothesis testing, and applying models for forecasting and policy analysis. The overall goal is to help students use data and economic theory to empirically test hypotheses and address questions relevant to development.
Farming Systems Research was introduced and further developed by researchers to deal with the perceived inadequacies of previous approaches. Despite the broad range of insights and approaches to inquiry developed under the umbrella of Farming Systems Research, it is clear that earlier approaches (e.g. disciplinary approaches, focus on transfer of technology within the agricultural extension system) still dominate. Farming Systems Research and Extension (FSR/E) is an approach to improving the lot of rural households which attempts to identify important farmer problems, assist to increase Use efficiency of solving these problems, and finally, assist to disseminate solutions to groups of farmers via extension It is used to describe arrange of activities with varied objectives and approaches, although these usually have been associated with agricultural research. This diversity has caused confusion over the role of FSR in agricultural development.
Value Chain Analysis: Key Concepts and Ideas
1.1. Concepts
Theories of Value Chain
Value Chain Study Approaches (Key issues in value chain analysis)
Practical Experience
Understand Concepts and Ideas of Value chain analysis
Identify different Theories of Value Chain
Describe the different approaches of Value Chain analysis
Apply Value chain analysis approaches
Value chain: A classic definition is that value chains comprise the full range of activities required to bring a product or service from conception, through the different phases of production – which involve a combination of physical transformation, inputs by various service providers, delivery to the final consumer, and disposal after use (Kaplinsky and Morris 2002).
Practice and Challenges of Empowering Rural Women in Ethiopiafuad80
On Practice and Challenges of Empowering Rural Women in Ethiopia. Particularly, Ethiopian rural women are being subject to exploitative cultural relations, but also there are different Social, Economic, Political, and Structural challenges which impede women empowerment and worse the life of Rural Women.
Definition of empowerment as a “process by which those who have been denied the ability to make strategic life choices and acquire such ability.
In line to this (Holvoet,2005) links empowerment to the process of decision-making.
Women empowerment is a process by which women gain the ability to generate choices, exercise bargaining power, develop a sense of self-worth.
This document discusses gender planning as a new planning tradition and methodology. It outlines the characteristics of gender planning, including that it focuses on gender, assumes conflict in the planning process, and aims for women's emancipation. Key methodological tools for gender planning are identified, such as gender role identification, gender need assessment, and ensuring equal intra-household resource allocation. Gender planning procedures like gender diagnosis, setting gender objectives, and gender monitoring are also described. Finally, the document discusses components critical for implementing gender planning in practice, such as institutional structure, operational procedures, and training strategies.
This document discusses the Social Relations Approach (SRA) framework for analyzing gender and development. The SRA aims to address existing gender inequalities by examining social relationships and how they relate to access to resources, responsibilities, and power. It defines key concepts like social relations, institutions, and different types of gender policies. The SRA analyzes five aspects of social relations shared across institutions: rules, activities, resources, people, and power. It provides a way to understand how gender inequalities are formed and reproduced within social and economic structures.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. Assignment on Integrating Gender Equality into Projects and
Programs
By
Group 2 Members
College: Agriculture and Environmental Sciences
Department: Rural Development and Agricultural Extension
Course: Gender Analysis and Planning
Submitted to: Dereje Kifle (Associate professor)
2. Group 2 Members
Name ID
Ayele Diriba SGS 0322/12
Ahmed Hussen SGS 1063/12
Belay W/maraim SGS 1093/12
Fuad Mohammed SGS 0328/12
Reisa Elias SGS 0336/12
Tewodros Alemu SGS 0342/12
3. CONTENT
1. Introduction
2. Identifying the target group
3. Gender analysis
4. The gender strategy
5. Results-based management
5.1 Integrating gender at the planning phase
5.2 Integrating gender at the implementation phase
5.3 Integrating gender at the monitoring and evaluation phase
5.4 Gender equality outcomes and gender-sensitive indicators
5. 1. Introduction
• The 1999 ILO Policy on Gender Equality and Mainstreaming
states that as an organization dedicated to fundamental human rights
and social justice.
• Ethiopia has committed to standards for gender equality and
women’s human rights as a natural outcome of its own Constitution
and its National Policy on Women (1993).
• For many NGOs, overseas programming is the central vehicle for
attainment of their mission to reduce poverty and inequality.
• Traditionally, however, staff members have been disinclined to
integrate a gender perspective into these programs.
6. Conti…
• This was due to a shortage of resources, skills, and time, of
course, but also to managers’ and funders’ rather modest
expectations in terms of progress on gender equality.
Nowadays, NGOs have a much better understanding of their
responsibilities, because a wealth of training and technical
assistance materials is available
• The purpose of Integrating Gender Equality into Projects and
Programs is to help program or project officers and managers
incorporate a gender perspective into every aspect.
7. Conti…
key terms
• Gender equality:- Is a state in which women and men enjoy equal
rights, opportunities and entitlements in civil and political life.
• PROJECT:- Temporary entity established to deliver specific (often
tangible) outputs in line with predefined time, cost and quality
constraints.
• PROGRAM:- It is multiple projects that are managed and
coordinated as one unit with the objective of achieving (often
intangible) outcomes and benefits for the organization.
8. Conti…
Based on its Project program
Scope Narrow Wide ranging
Deliverables Few/specific Many/strategic
Benefits After closure During and After
Timescale Tightly defined Less proscribed
Accountability Middle
management
Senior
management
9. 2. Identifying the target group
• A project’s target group is the group about whom the objectives
of the initiative are formulated.
• Without a clear definition of the target group, it will be difficult
to achieve the project’s goals.
• A baseline study can contribute to a clearer delineation of the
target group. If no such study is available, a few simple steps can
serve as a basic methodology:
10. Conti…
Step 1 : Identify the socio cultural characteristics of the target
group
Step 2: Assess the internal dynamics, power relations, and
differences among the people represented by the target group
Step 3: Make sure that the group is neither too broad nor too narrow.
The target group should be identified by the partner organization
locally, using a participatory process – or by members of the
community where the initiative will take place
11. Conti…
• The advantage of such partner and community involvement is that
it makes it easier to identify the specific needs of the target group
and to increase the effectiveness, efficiency, and relevance of the
initiative.
• clear definition of the target group helps determine the exact
number of projects beneficiaries.
12. 3. Gender analysis
• The International Development Research Centre (IDRC) defines
gender analysis (also known as gender-specific, gender-sensitive,
gender-disaggregated, or gender-differentiated analysis) as
follows :
The idea is to incorporate gender differences into policy
formulation and implementation as well as program design.
consider the effectiveness of policies for different social
groups.
13. Conti…
• The gender analysis guide of the United Nations Development
program (UNDP) defines the characteristics of gender analysis as
follows :
A. What is gender analysis?
• It identifies specifically how public policy affects women and men
differently.
• It demonstrates that policy implementation cannot be gender
neutral-in gendered societies.
• It is supported by specific analytic tool
14. Conti…
B. What competencies are required to undertake gender
analysis?
• Familiarity with main gender analysis frameworks
• Ability to select the framework most likely to yield solutions to
the development problem to be addressed.
• Ability to interpret data.
• Ability to use strategic-decision making skills.
15. Conti…
C. What should a good analysis provide?
• It is gender-sensitive and provides an understanding of gender
relations
• It analyzes the gender division of labour (activities, access and
control)
• It offers a review of women’s priorities: restraining and driving
forces.
• It contains recommendations to address women’s practical needs
and strategic interests.
16. 4. Gender strategy
• The gender strategy articulates the ways in which gender
inequalities will be addressed in programs and/or projects.
• Gender strategy is different from the gender policy and the gender
equality action plan.
• The gender policy is the organization’s official position on gender
while the action plan is the procedure that will be followed in
order to implement that policy throughout the organizational
structure.
17. Conti….
• In contrast, a gender strategy, though directly related to these
institutional processes, is program- or project-focused.
Gender strategies can be further divided into those relating to an
organization’s entire suite of programs and projects, and those
relating to a specific initiative.
A. PROJECT-LEVEL GENDER STRATEGY
• A project-level strategy should be developed with reference to the
target group and the inequalities identified by the gender analysis.
18. Conti…
• The strategy should name the following aspects:
1. The target group for the project
2. The gender inequalities that the project will focus on, or the
specific barriers to women’s and/or men’s advancement
3. A statement of these inequalities or barriers as an outcome
(result), so that it can fit into the logic model for the project
4. The specific activities that will be carried out during the project
with a view to producing this outcome
5. Finally, performance indicators and a list of assumptions and
risk indicators to consider.
19. Conti…
B.PROGRAM-LEVEL GENDER STRATEGY
• Program-level gender strategies vary according to the specific goal
of the strategy.
• One strategy might put more emphasis on achieving greater
equality between women and men while another might focus on
the realization of women’s rights.
20. Conti…
Most program-level gender strategies contain several of the
following aspects:
1. The organization’s mandate as regards gender equality (which is
related to its gender policy).
2. Best practices and lessons learned by the organization in terms
of mainstreaming a gender perspective into programming.
3. The role of managers as program-level gender mainstreaming
leaders.
21. Conti.
4. The content of the program:
• Systematic use of gender analysis during program
• Coordination of different gender equality related programs.
• Consistency of gender strategies across all projects within a
given program.
5. The institutional aspects or organizational structures:
• Role of human resource
• Financial and budgetary relevant factors to achieving the gender
equality objectives.
22. Conti…
• Monitoring and evaluation practices
• Creation of committees and processes for over sight of gender ss
mainstreaming at the program level.
6. Public relations :
• Links between program gender strategy, advocacy work and
public awareness activities.
23. 5. Result Based Management
• Canada International Development Agency (CIDA) defines
results-based management (RBM) as:
“a program/project life-cycle approach to management that integrates
strategy, people, resources, processes and measurements to
improve decision-making, transparency, and accountability. The
approach focuses on achieving outcomes, implementing
performance measurement, learning, and adapting, as well as
reporting performance.”
24. Conti…
Gender consideration in RBM stages are:
• Identify the problem and the underlying causes of the problem.
• Define realistic expected results based on appropriate analysis.
• Clearly identify the program beneficiaries and design programs to
meet their needs.
• Monitor progress towards results and resources consumed with the
use of appropriate indicators.
• Identify and manage risk.
• Report on results obtained and resources involved.
25. 5.1 Integrating Gender equality at the Planning
Phase
Planning generally involves the following steps :
Identification of the problem
Stakeholder analysis
Identification of desired results
Identification of project/program beneficiaries
Identification of risks
26. Conti…
UNDP lists the following factors to integrating a gender perspective
at the planning phase of a project or program:
Identifying women and men needs.
Identifying barriers men and/or women’s participation in a
program/project.
Activities to meet women’s practical and strategic interests are
planned.
Objectives and outcomes aiming to reduce gender inequalities are
incorporated into logic model
Monitoring and result indicators to measure the closing gaps
between men and women.
27. 5.2 Integrating Gender equality at the
Implementation Phase
• Implementation consists of the set of activities that are designed to
produce the desired results.
• It also includes risk assessment, management of operations, and
adaptation of implementation strategies.
• Most organizations implement a communication plan in conjunction
with their development projects or programs.
28. Conti…
UNDP lists the following aspects used to integrate gender equality at
implementation phase of a project or program :
The work methodology of the implementation
The contribution of the Project/Program to development and
affirmation of women’s and men’s potential.
The management and deployment teams as well as the partners
are trained and proficient in the gender and development
approach.
Openness and commitment to promoting equality are among
the partner selection criteria.
29. 5.3 Integrating Gender equality at the
Monitoring and Evaluation Phase
• Monitoring is the ongoing assessment of a project’s implementation.
• It consists of verification that the ongoing use of inputs,
infrastructure, and services by the project’s beneficiaries is in line
with what was planned.
• Evaluation is the periodic assessment of the relevance,
performance, efficacy, and impact of a project.
30. Conti…
According to the UNDP, factors can help make gender equality an
integral part of a program monitoring and evaluation system are:
qualitative and quantitative indicators are used to measure
program impacts on women and men, and on gender relations.
The result of the evaluation are broken down by gender
(positive or negative impacts on women and men).
women and men in the target group participate in the evaluation
process.
31. 5.4 Gender Equality Outcomes and
Gender-Sensitive Indicators
• It is important to incorporate a gender equality dimension in the
form of result indicators.
• This must be done from the project planning phase onward if one is
to ensure that the project actually works in favor of greater equality
between women and men.
• Indicator is it summarizes a large amount of information in a single
piece of data, in such a way as to give an indication of change.
32. Conti…
• Performance indicators are the instruments used to measure
changes or improvements in gender relations or women’s status
and thus to verify progress towards the desired results.
• Specific indicators to measure progress on gender equality must be
defined as an integral part of the evaluation of a development
program.
33. Conti…
• The table below present some sample result indicators:
OUTCOME INDICATOR
• Fairer access to information for
women and men.
• Numbers of women and men
consulting documentary resources of
government on subject subject
matter.
• Fairer access to program resources
(e.g., training sessions) for women
and men.
• Proportion of women participating in
training Sessions delivered by
program.
• Increased self-confidence of
women.
• Percentage of women participating in
the program who report feelings of
greater self-confidence.
• Number of women speaking during
work meetings.
34. 6. Gender-Responsive Budgeting(GRB)
• The budget is a central feature of an organization’s planning process,
since the proper allocation of funds for men and women makes it
much easier to achieve its objectives.
• GRB is a set of practices (analysis and evaluation tools) designed to
ensure that women’s and men’s specific needs/interests are reflected
in budgeting priorities, processes, and structures.
• It identifies who will use any given resource and for what purpose.
• GRB is applicable to different levels of analysis and it does not
mean making separate budgets for women and men
35. Conti…
• UNIFEM (now merged into UN Women) defines GRB as follows :
GRB helps to track the way that budgets respond to women’s
priorities and governments use funds:
To reduce poverty and promote gender equality,
Reverse the spread of HIV and lower the rates of
maternal and child mortality.
It helps ensure government accountability to the commitments
made to women empowerment and gender equality.
36. Conti…
In GRB, specific budget line items can be provided for the following
goals :
Gender equality capacity building and training.
Gender equality pilot projects.
Support for national women’s institutions.
Support for women’s organizations and networks.
Management of a database of gender equality specialists.
Research on gender equality and women’s empowerment.
37. 7. Minimum standards
• One of the ethical obligation is to make sure that projects do not
reinforce existing gender inequalities.
• Such standards can play a role in backing and legitimizing the
work of people who seek to assert the importance of gender in the
development, implementation, and monitoring/evaluation of
projects and programs.
• It is certainly appropriate for NGOs to have input into new
standards developed at the national and international levels for the
progress accomplished in favor of gender equality.
38. Conti…
• Organizational dimensions affecting gender equality integration:
Planning and Programming
Partnerships
Internal capacities and Decision making
Budgets
Monitoring and evaluation
Quality control and reporting
The integration of a gender perspective into projects and programs.
39. 8. Check-lists
The integration of a gender perspective into projects and
programs is a detail process that is implemented through the
sequential use of well-defined tools.
However, it can also be useful to have a checklist to make
sure that no important component of a gender perspective has
been overlooked.
Checklists are not a substitute for a detail gender analysis, but
they can at least support that minimum standards have been
met.
40. Cont…
Many of the checklists are available and dealing with specific sectors
and/or phases of gender integration (gender mainstreaming).
Checklist for gender integration in programs/projects includes the following :-
General Framework and
Motivation
Goals
Target Groups
Objectives
Activities
Indicators
Implementation
Monitoring and Evaluation
Risks
Budget
Partners
Appendices
Best Practices
41. 9. Conclusion
• In all projects and programs to promote gender equality in better
those things are strictly accomplished like identification of target
group, RBM, Minimum standards, Checklists etc.
• Serious gender analysis and gender sensitive strategies should lead
to the formulation of specific gender outcomes and output.
• While gender equality integrated into program and project, the
officers and managers incorporate a gender perspective into every
aspect and phase of these initiatives.
• Also easy to empowerment, reduce gender gaps, dissemination of
information freely, etc.