This document serves as a guide for applying the Sport for
Development (S4D) framework described in the report “Playing
the Game: A framework for successful child-focused sport for
development programmes”.
The framework can be used as a starting point for designing a
new programme, to guide the expansion of an existing one into
new locations, or to improve and re-organize specific
programmatic and organizational aspects.
The framework follows the different phases of a programme
and their respective components, and recommends best
practices (see Figure 1). For each component of each
programming stage, this toolkit offers practitioners guiding
questions and practical recommendations.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
This presentation discusses the state of art of Innovation in Education and goes beyond technical advances to include the changing students and educational paradigms. It encompasses a wide range of sources- please feel free to email me if you have any questions.
Teacher Professional Development in Indonesia: What Have Learned So Far?Iwan Syahril
This brief presentation describes what we have learned about teacher professional development in Indonesia from a literature review. After that using the key findings in the body of knowledge of teacher education, I situate 5 cases of teacher professional development programs in Indonesia. These key findings about what makes a good and effective professional development highlights not only the key features but also the importance of having a clear PD pedagogy (theory of action). Some suggestions are proposed towards the end about how to conduct teacher professional development in Indonesian context.
Workshop proceedings of "Identifying contextualized indicators to measure SDGs"4th Wheel Social Impact
Keeping social impact management at the centre, 4th Wheel Social Impact is committed to strengthening social programs in India by improving the way they are designed, implemented, monitored and evaluated. The organization believes the integration of data, technology and partnerships will enable the achievement of the Sustainable Development Goals (SDGs).
The workshop focussed on Theory of Change, Indicator Development, SDG linkages of indicators.
This workshop was supported by Swedish Institute.
4th Wheel aims to aid implementation staff in implementing social projects, conceptualizing program design, developing outreach and marketing plans, forming partnerships, engaging employees based on core competencies, and assessing their organisational impact. Currently we offer training programs on program design, implementation and impact evaluation methodologies and techniques at all organisational levels, with a special focus on field staff whose role is crucial, as they have regular engagement with beneficiaries and have to report to the management.
We offer a broad-range of consultancy and training services to ensure that stakeholders are equipped to conceptualize and implement social programs that are impactful, measurable and sustainable.
69
4
C H A P T E R
Program Planning:
The Big Picture
69
Key Terms: planning committee, program ownership, program desired outcome,
potential program provider, potential consumer, evidence-based or science-based
The coalition feels good about their needs assessment. What an in-
teresting process it was, and they discovered much that they did not
know. Clearly, however, respirator y-related health problems are on the
rise, and cigarette smoking is by far the major contributor. Now, they
have to decide what to do.
Health professionals have always planned programs to achieve desirable ends,
such as to impact health status and improve the quality of life. Over the years,
planning has become more systematized and, as a result, potentially more ef-
fective. The planning models developed to assist in this process include
Precede–Proceed, PATCH, Model for Health Education Planning (MHEP), and
Comprehensive Health Education Model (CHEM) (McKenzie & Smeltzer,
2001). Although the models differ, there does appear to be some consistency
in the literature regarding recommendations for going about the program plan-
ning process. Suggested steps for program planning and general planning
principles will be reviewed in this chapter. The planner may conduct the plan-
ning activities in an order that differs from the one presented here, or a num-
ber of the described activities of program planning may be conducted
simultaneously. The size and past experiences of the planning committee may
influence the steps for planning, along with the size and scope of the program
being planned and implemented.
69
17487_Hodges_ch4_69_86 6/11/04 10:07 AM Page 69
70 Chapter 4: Program Planning: The Big Picture
Program Planning Steps
Step 1: Review the Needs Assessment
It is suggested that the planners conduct a review of the needs assessment data
and the resulting decisions that have been made up to this point. This review
will help to determine if the most appropriate recommendations for the di-
rection and outcome of the program have been made to meet the needs of the
target population. It is possible for the planning committee to identify addi-
tional data that are useful to shaping the intervention, which were not undis-
covered or overlooked in the initial needs assessment process. A large amount
of data may have been collected as part of the needs assessment, but during a
review, a skillful planning committee can organize and synthesize the infor-
mation into a format that provides meaning and value, which may not have
been obvious during the initial examination of the data (Aspen Reference
Group, 2002).
Box 4.1 Action steps to establish or strengthen a coordinated school
health program.
At the school level At the district level
Source: Fetro, J. V. (1998). Implementing coordinated school health programs in local schools. In
Marx, E. & Wooley, S. F. (eds.), Health is academic: A guide to coordinated school health programs
(p. 21). New York: Teachers.
CHAPTER SIXTEENUnderstanding Context Evaluation and MeasuremeJinElias52
CHAPTER SIXTEEN
Understanding Context: Evaluation and Measurement in Not-for-Profit Sectors
Dale C. Brandenburg
Many individuals associated with community agencies, health care, public workforce development, and similar not-for-profit organizations view program evaluation akin to a visit to the dentist’s office. It’s painful, but at some point it cannot be avoided. A major reason for this perspective is that evaluation is seen as taking money away from program activities that perform good for others, that is, intruding on valuable resources that are intended for delivering the “real” services of the organization (Kopczynski & Pritchard, 2004). A major reason for this logic is that since there are limited funds available to serve the public good, why must a portion of program delivery be allocated to something other than serving people in need? This is not an unreasonable point and one that program managers in not-for-profits face on a continuing basis.
The focus of evaluation in not-for-profit organization has shifted in recent years from administrative data to outcome measurement, impact evaluation, and sustainability (Aspen Institute, 2000), thus a shift from short-term to long-term effects of interventions. Evaluators in the not-for-profit sector view their world as the combination of technical knowledge, communication skills, and political savvy that can make or break the utility and value of the program under consideration. Evaluation in not-for-profit settings tends to value the importance of teamwork, collaboration, and generally working together. This chapter is meant to provide a glimpse at a minor portion of the evaluation efforts that take place in the not-for-profit sector. It excludes, for example, the efforts in public education, but does provide some context for workforce development efforts.
CONTRAST OF CONTEXTS
Evaluation in not-for-profit settings tends to have different criteria for the judgment of its worth than is typically found in corporate and similar settings. Such criteria are likely to include the following:
How useful is the evaluation?
Is the evaluation feasible and practical?
Does the evaluation hold high ethical principles?
Does the evaluation measure the right things, and is it accurate?
Using criteria such as the above seems a far cry from concepts of return on investment that are of vital importance in the profit sector. Even the cause of transfer of training can sometimes be of secondary importance to assuring that the program is described accurately. Another difference is the pressure of time. Programs offered by not-for-profit organizations, such as an alcohol recovery program, take a long time to see the effects and, by the time results are viewable, the organization has moved on to the next program. Instead we often see that evaluation is relegated to measuring the countable, the numbers of people who have completed the program, rather than the life-changing impact that decreased alcohol abuse has on ...
Young Professionals - Mentorship ProgramClay White
This mentorship program was started during the height of the recession. Young professionals were having difficulty finding positions. This program helped engaged those individuals in the planning profession. It has been very successful and is now in its fourth cycle.
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
A partnership with the UNFPA-UNICEF Global Programme to End Child Marriage, UNFPA-UNICEF Joint Programme on the Elimination of Female Genital Mutilation and the UNICEF Office of Research - Innocenti, the STAR Initiative (Strategic Technical Assistance for Research) to end harmful practices aims to strengthen evidence generation and learning. The initiative has three areas of focus: evidence generation, evidence synthesis and research dissemination and uptake.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the deployment of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher deployment in Africa in order to identify how the deployment of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher deployment is the intended focus of this research, pre-primary teacher deployment will also be analyzed.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the allocation of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
UNICEF Innocenti is seeking to expand the evidence base on teacher allocation in Africa in order to identify how the allocation of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher allocation is the intended focus of this research, pre-primary teacher allocation will also be analyzed.
Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
But by nurturing, expanding, and modelling these capacities, children can better understand and interact with the world around them, and realise their unique potential.
Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-me
On 19 October 2021, over 500 researchers, practitioners, policymakers and activists from around the world gathered to take stock of what we know about the intersections between
violence against children and violence against women, identify existing knowledge gaps and discuss opportunities to increase coordination across efforts to prevent and respond to both
forms of violence.
This summary presents key takeaways from the event organized by UNICEF Innocenti, in collaboration with the Global Partnership to End Violence, the World Health Organization,
the Sexual Violence Research Initiative and the UK FCDO.
The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
Effective solutions to end violence against children will require researchers, practitioners, and leaders to come together to take stock of what we know, bridge gaps across the field, and influence change through the use and generation of VAC evidence.
This webinar aimed to share evidence and foster discussion on intersections between violence against women and violence against children, highlighting opportunities for greater collaboration, to build knowledge, and to translate it into policy and programmes.
Opening remarks: Alessandra Guedes, Gender and Development Research Manager, UNICEF Innocenti
Presenting evidence:
- Clara Alemann, Director of Programs, Promundo, The Hague
- Manuela Colombini, Assistant Professor in Health Systems and Policy and Gender-based Violence, and Loraine Bacchus, Associate Professor of Social Science, LSHTM
- Chandré Gould, Senior Research Fellow, and Matodzi Amisi, Senior Research Consultant, Institute for Security Studies, South Africa
- Isabelle Pearson, Research Fellow for the Gender Violence & Health Centre at LSHTM and Heidi Stöckl, Professor of Public Health Evaluation, Ludwig-Maximilians-Universität München
Panel discussion:
- Paul Bukuluki, Associate Professor of Social Work and Medical Anthropology, Makerere University, Uganda
- Lina Digolo, Senior Associate, The Prevention Collaborative, Kenya
- Lori Heise, Professor of Gender, Violence and Health at the Johns Hopkins Bloomberg School of Public Health, United States
- Santi Kusumaningrum, Co-founder and Director, PUSKAPA - Center on Child Protection and Wellbeing at Universitas Indonesia
- Tarisai Mchuchu-MacMillan, Executive Director, MOSAIC, South Africa
Closing remarks: Emily Esplen, Head of Ending Violence Team, FCDO, United Kingdom
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on digital learning.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our work on research uptake and impact.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on violence against children and women.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on gender-responsive age-sensitive social protection.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on child labour.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Global Kids Online project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on disrupting harm.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Let Us Learn project.
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on children, migration, and displacement.
More from UNICEF Office of Research - Innocenti (20)
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.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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2. Introduction
This document serves as a guide for applying the Sport for
Development (S4D) framework described in the report “Playing
the Game: A framework for successful child-focused sport for
development programmes”.
The framework can be used as a starting point for designing a
new programme, to guide the expansion of an existing one into
new locations, or to improve and re-organize specific
programmatic and organizational aspects.
The framework follows the different phases of a programme
and their respective components, and recommends best
practices (see Figure 1). For each component of each
programming stage, this toolkit offers practitioners guiding
questions and practical recommendations.
4. Warming up:
programme design and context
Focused targets
Choosing and focusing on a target or outcome means
designing an S4D programme that fits the purpose and
centres on children and youth. This entails identifying and
understanding the target population, including their
needs and challenges and what content and delivery
methods successfully respond to these needs. Using a
theory of change approach, which involves identifying the
desired outcome and ‘backward mapping’ to guide
programme development, ensures the programme
responds to the identified challenges and proves it
through specific outcomes.
To answer these questions, an organization can, in
addition to internal conversations, conduct:
A problem analysis: An in-depth study on a given
problem to identify its causes, enabling factors and
how it affects stakeholders differently, in order to
design a more effective solution
Research on existing programmes and best
practices: Searching for examples and case
studies can guide programme development
Stakeholder consultation: Programmes should
be co-designed with the local communities and
key stakeholders (such as parents and teachers)
to ensure they meet the needs of those they aim
to serve.
The final step is developing a theory of change. Figure 2
shows a basic structure and explains its elements. Please
see Annex 1 for a theory of change template that you can
use for your programme.
Guiding questions
ƒ What is the problem?
ƒ Who is in need of support?
ƒ What outcomes does the programme want
to achieve?
ƒ What kind of inputs will help achieve the
desired outcomes through sport?
ƒ How can sport help to achieve these
outcomes?
The key ingredients for programme designs that have impact
are focused targets and contextual intelligence and multi-
level partnerships. Funding sources are a necessary
precondition for programme implementation; without these
resources long-term planning would not be possible.
2 P L A Y I N G T H E G A M E
6. Contextual intelligence and partnerships
Adapting to the context and leveraging local partnerships
and local knowledge are key steps during the
development stage. Programmes need to be adapted to
the context and be sensitive to the specificities of each
location. Programmes also need to map out pre-existing
stakeholders, consider how to work with those
stakeholders, consult the community, and look for long-
term partnerships to ensure sustainability. Building on
existing structures and organizations and making the
most of their know-how and networks are key factors
for success.
In particular, it is important to:
Understand the political and social situations
and the local norms and population living in the
area and their needs.
List the service providers available and the
challenges faced by existing services. To
maximize the effects, consider which organizations
are already working in the context, especially
sports organizations, and what their approaches
and objectives are.
Meet with the various stakeholders to form a
well-rounded understanding of the needs,
challenges, and gaps. Talk with organizations
working with children and youth in the area and try
to identify if your programme can complement
what they are doing, or if you can start something
new together. Table 1 shows the main categories
of potential partners and the possible benefits of a
collaboration.
Acknowledge that a safe space is a crucial
ingredient; therefore, the diagnostic exercise
should identify potential physical spaces where the
sessions can be conducted.
Ensure a functional relationship with local
authorities. Projects cannot be sustained without
the buy-in and approval of local government and
community leaders. This can sometimes involve
considering the pre-existing role of other
organizations on the ground to ensure that the new
project does not interfere with pre-existing
dynamics.
Table 1: Potential Partners
Type of partner Benefits
Community-based organizations Contextual knowledge, community participation, access to
large pool of participants
Corporate partners Funding
International non-governmental organizations Capacity building, funding
Schools Sustainability, access to large pool of participants,
integration into system
Government entities Funding, sustainability, contextual knowledge, integration
into the system
Guiding questions
ƒ What are the characteristics, norms and needs
specific to the programme location?
ƒ What child-focused organizations are already
operating in the area?
ƒ How does my S4D programme relate to other
existing programmes? Are there synergies? Are
there conflicts?
ƒ Is it possible to collaborate with these
organizations, private actors and local
authorities?
4 P L A Y I N G T H E G A M E
4 G E T T I N G I N T O T H E G A M E
9. Once the ingredients for impactful programme design
are in place, implementation can begin. Three crucial
components for programme implementation are:
Curriculum and methodology
Curriculum and methodology take the foundations built
through contextual intelligence and turn the theory of
change into actions. A curriculum is a detailed set of
contents that is shared through the S4D experience,
while a methodology outlines how certain values and
skills should be acquired. A programme needs both,
and their interaction becomes a defining feature of the
programme, shaping participant experience and
learning. Crucially, curriculum and methodology must
be developed taking into consideration the targeted
groups as well as implementation logistics and context.
The curriculum is the set of contents covered during
sessions, which depend both on the thematic focus of
the programme and the assigned role of sport in the
programme. The curriculum’s contents can be
categorized into the following:
ƒ Values: These typically aim at making participants
experience, internalize and live by values that are
widely recognized such as friendship, respect and
anti-racism
ƒ Psycho-social skills: The objective here is to make
participants acquire psycho-social skills, such as
assertiveness, conflict resolution and tolerance, that
can help them in their day-to-day life
ƒ Health information: In this case, participants learn
health facts which can be focused on a prevalent
disease (e.g. HIV or COVID-19) or general health, such
as sexual and reproductive health
ƒ School curriculum: An S4D programme can
complement the work done at school, by for
example, covering mathematics or a language
through play.
The methodology is the way the curriculum is delivered
and sets the pace for how the S4D sessions take place.
It defines the following:
ƒ Structure of the session: How much time is
allocated to various activities
ƒ Type of activities for each part of the session (e.g.
high energy such as running, or low energy such as
stretching, sport, movement, discussion)
ƒ Materials to be used: Support materials needed for
the various activities (such as ball or music)
ƒ Role played by coach and participants: Participants
can be more or less involved in deciding which
activities to do or which part of the curriculum to
cover. Coaches need to assess the needs of the
group and tailor the session to address the needs.
Guiding questions
ƒ Based on the problem assessment, what
content can help participants?
ƒ How can this content be communicated
through sport?
ƒ What type of activities should be included in a
balanced session?
P L A Y I N G T H E G A M E 7
10. Child-centred coaches
Coaches turn the curriculum into practice, guiding
participants through the methodology. Their
background, training and role in keeping children safe
are critical to the success of any programme.
Considerations:
ƒ Volunteers or paid coaches: Limited funding might
make it difficult to hire a sufficient number of coaches,
but employing volunteers might have repercussions on
commitment and continuity of coaches. Every
programme should at least consider covering for
expenses and providing a small stipend.
ƒ Background, education and where they come from:
Coaches need to master the curriculum, the
methodology and other techniques to interact with
children who may be from difficult or vulnerable
contexts. Periodic training should be provided by the
S4D organizations; it might, however, help to have
coaches with specific backgrounds.
Guiding questions
ƒ What type of person is needed to lead the S4D
sessions?
ƒ How can I find coaches from the programme
location?
ƒ What skills and competencies should these
coaches have?
ƒ Based on the curriculum, methodology, and
specific needs of participants, what additional
training do coaches require?
ƒ Peer educators: Participants might benefit from a
figure that they do not find too distant from
themselves. This may mean having a coach who is not
much older than they are (but old enough for the
responsibility) and a coach who shares or understands
their background and problems.
Coaches should be trained in all aspects of the
programme:
Safeguarding: Understand why it is important and
how to implement organizational policies
M&E: Know why data is collected, how it is used
and how to guide participants in providing the
information
Session facilitation: Be able to manage sessions
and keep participants involved
Sport: Know the sports techniques and how
children can practice them
Curriculum: Understand and be able to explain the
contents of the curriculum
Methodology: Master the methodology so that
contents are delivered as planned
Other relevant skills: These include how to
interact with children in need of psychosocial
support, which is relevant, among other reasons,
when working with refugees, or know how to
implement the referral protocol when the
programme has one.
8 P L A Y I N G T H E G A M E
13. To set up a solid MEL system consider the following:
ƒ MEL should be embedded in the programming:
Everyone should be involved, and data should actually
be used, not just collected.
ƒ Train data collectors and show the value of MEL:
Those who collect the data must be trained to fully
understand key processes and purposes of MEL.
ƒ Cultural adaptation is key: MEL should be an
organizational mission but must be adapted to the
local contexts and updated as programming evolves.
ƒ Perfection can be the enemy of progress: Conducting
a rigorous evaluation can be costly in terms of time,
resources and money. When resources are limited,
MEL can be a simpler data collection exercise to
understand if you’re headed in the right direction.
MEL should be present at different stages of the project
cycle (see annex 2 for a template to embed M&E at all
stages):
ƒ During curriculum development: When a curriculum
is developed, it can seem good on paper but when
implemented in the field it simply doesn’t function as
anticipated. Piloting a curriculum to understand what
works and what doesn’t is key to ensuring that
sessions are conducted effectively.
ƒ During training of coaches: Coaches become
mentors and role models for participants, so it is
crucial that they have a complete understanding of the
contents of the curriculum and the processes of MEL.
This understanding is ensured through training, testing
and ongoing monitoring of the coaches.
ƒ Before programming starts with a new group: On
the first day with a new group, coaches can ask
participants to complete a “pre” assessment, to
understand the knowledge they have before
programme implementation starts. This assessment
not only serves as a comparison for the “post”
evaluation but also informs what aspects of the
sessions should be focused on.
ƒ During programming: Parallel to sessions, coaches
should inform parents about the programme in a
systematic way. In addition, coaches should be
responsible for referring special cases, and follow-up
on them.
ƒ After programming is completed with a group: All
participants should undergo a “post” assessment. This
assessment is key to understanding whether the
curriculum was delivered effectively and had the
impact intended.
ƒ Annually: At the end of every year, conduct a
comprehensive review of the data collected and use
the findings to improve the programme and its
delivery, as well as to evolve and work on new ideas.
ƒ Periodic research: Conduct research on programming,
such as impact evaluations (randomized control trial or
other experimental methods) or other mixed methods
research.
P L A Y I N G T H E G A M E 1 1
14. Winning Streaks:
Scalability and Sustainability
Once a programme is running, scaling up and ensuring
resilience to external shocks come with their own challenges.
Guiding questions
ƒ What fundamental aspects of my S4D
programme must be present?
ƒ How can these aspects be implemented in the
new location?
ƒ What aspects of my programme will be most
difficult to replicate in the new location?
ƒ How can we adapt them so they fit the different
contexts?
Table 2: What to consider when replicating
programmes in new locations
Programming
stage
Aspects to consider
Assessment Confirm need for S4D
programme
Planning Local connections and
identifying partners
Budget allocation
Task team (mix of people to
ensure knowledge sharing)
Prepare for
implementation
Identify location
Recruit coaches
Contextualize methodology and
curriculum
Establish M&E
Train coaches
Implement Sessions
M&E and feedback
Adapt Adapt based on feedback
Replicating and adapting programmes
In scaling programmes from the original context, two
main approaches are used: simplifying, by identifying
core components from the theory of change (which must
be present) and letting implementing partners adapt the
programme as they see fit for the context; and tailored
adaptation, where the programme is altered to fit the
local context by making minor adjustments to the
programme. Many organizations prefer the latter approach
for the consistency it offers, though some examples show
the value of simple approaches, especially in difficult
times such as during the COVID-19 crisis.
When replicating a programme in a new location, an
organization should go through the various steps of
design, implementation and learning, and assess how the
processes in place in existing programmes will be
adapted to the new location. Table 2 is a checklist of
aspects to consider. Organizations can adapt and expand
the list according to the specificities of their programme.
1 2 P L A Y I N G T H E G A M E
16. Annexes
Input – What resources needed for the S4D activities to take place?
Situation – Analysis and explanation of the problem you are trying to
tackle. Define the target group.
Output – What is the measurable effect of your work? (number of
children and families reached, attendance, etc.)
Outcomes – What are the wider benefits deriving from participation
in the programme?
Activities – List the expected activities, both S4D and support.
Impact – What is the longer term goal of the S4D programme?
Assumption – What needs
to happen in order for this
to work?
Assumption – What needs
to happen in order for this
to work?
Assumption – What needs
to happen in order for this
to work?
Annex 1: Template for theory of change
1 4 P L A Y I N G T H E G A M E
17. Annex 2: Template for M&E
Why are we
collecting data?
When can the
information be
collected?
Who can be in
charge of
collecting data?
What
questions
should be
asked?
How can the
information
collected help
improve
programming?
Curriculum
development
Coach training
Before
programming
During
programming
After programming
Annually
Periodic research
P L A Y I N G T H E G A M E 1 5