"This tool is on how to categorize and analyse outcomes already harvested with informal workers in an online workshop using Tool 7, and how to use this analysis to discuss achievements, challenges, and strategy with the same participants. Tool 7 took you through how to support participants in a work
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shop to harvest outcomes: WIEGO outcomes – that is changes made by informal workers, Nets or MBOs1 that WIEGO has influenced directly, for example through a training or other intervention; and outcomes that those workers, Nets or MBOs in turn have influenced through their own actions. In this Tool 8, the WIEGO facilitation team first categorizes and analyses outcomes that were harvested in the Tool 7 workshop; and then in a second online workshop, you facilitate participants interpreting findings and identifying implications for improving their strategies, and potentially for WIEGO to improve your original training workshop. The online workshops described in these two tools (7 and 8) aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications. Note: there are separate tools in the WIEGO MLE Toolkit (5 and 6), for doing this in a face-to-face workshop." (The Focus of this Tool)
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"This tool is on how to categorize, analyse and interpret outcomes already harvested using Tool 5, in a workshop setting. Tool 5 takes you through how to support participants in a workshop to harvest: WIEGO outcomes – that is changes made by informal workers, Nets or MBOs1 that WIEGO has influence
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d directly, for example through a training or other intervention; and outcomes that those workers, Nets or MBOs in turn have influenced through their own actions; or outcomes that WIEGO has influenced directly – assuming this is an internal WIEGO workshop rather than a workshop with informal workers. Tool 6 demonstrates how you collectively categorize, analyse, and interpret the outcomes identified during the workshop 5. This tool comes in this face-to-face version and in an online version (Tool 8). The workshops described in these two tools aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"A great way to find out if WIEGO’s interventions – trainings or other kinds of supports to Nets and MBOs – have worked well, or if people have used our tools and materials, is to engage them in a follow-up evaluation workshop. This Tool 5 takes you through the process of supporting participan
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ts to describe changes they or their organizations have influenced since WIEGO’s interventions, or since they got WIEGO’s toolkits or materials. You can also use it within WIEGO to harvest outcomes that members of the WIEGO team, individually or collectively have influenced. This tool comes in this face-to-face version and in an online version (Tool 7). Tool 6 takes you through how to collectively analyse those outcomes and consider their strategic implications. The online version is Tool 8. The workshops described in these two tools aims to also strengthen capacity of Net or MBO participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"This tool supports WIEGO programme teams in deliberately seeking to document the influence of our research, that is, outcomes our research has contributed towards. The pathways of influence of research findings are complex and unpredictable. The tool considers what we know about how research influe
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nce works, and by implication, where to put our strategic energies and where to look for outcomes." (The Focus of this Tool)
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"In your day to day work you notice changes that others are making, influenced by WIEGO. How do you capture these to support WIEGO’s learning? This tool provides an explanation of what to look for, and a template for documenting outcomes, why they matter (their significance) and how WIEGO or WIEGO
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partners contributed towards them." (The Focus of this Tool)
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"In your day to day work you notice changes that others are making, influenced by WIEGO. How do you capture these to support WIEGO’s learning? This tool provides an explanation of what to look for, and a template for documenting outcomes, why they matter (their significance) and how WIEGO or WIEGO
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partners contributed towards them." (The Focus of this Tool)
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"This Tool 7 is an online version of Tool 5 of the WIEGO MLE Toolkit: How to conduct a participatory workshop: harvesting outcomes. That tool discusses the rationale and gives illustrative examples of running a participatory OH workshop, and these are not repeated here. Please read them first. Tool
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8 is the online version of Tool 6 on outcomes analysis and strategic learning. A great way to find out if WIEGO’s interventions – trainings or other kinds of supports to Nets and MBOs – have worked well, or if people have used our tools and materials, is to engage them in a follow-up evaluation workshop. This Tool takes you through the process of supporting participants to describe changes they or their organizations have influenced since WIEGO’s interventions, or since they got WIEGO’s toolkits or materials. The online workshop in Tool 8 should take place one or a few days after this first workshop, giving you time to analyse the harvested outcomes before the workshop. It engages participants to interpret the analysis of the outcomes they harvested. They consider if and how well they are using the materials and having the influence they hope to have, whether on their own institutions or on external actors. The online workshops described in these two tools (7 and 8) aims to strengthen capacity of participants in telling their stories and in analysing their influence and its strategic implications." (The Focus of this Tool)
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"The Fifth Edition of the bestselling 'Utilization-Focused Evaluation' provides expert, detailed advice on conducting evaluations that promote effective use of the findings. Chock full of useful pedagogy, this book presents Michael Quinn Patton's distinctive opinions based on more than forty years o
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f experience, and also the expertise of new co-author Charmagne E. Campbell-Patton. The authors begin by describing the essence of utilization-focused evaluation, and then outline 10 operating principles. They conclude with chapters focused on how evaluation can be used to promote a more thoughtful, equitable, and sustainable world." (Publisher description)
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"The purpose of this review is to support education practitioners, host country government representatives, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiative
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s designed for diverse learners and implemented both within and outside of learning institutions. This review covers the four key distance learning modalities: radio/audio, television/video, mobile phone, and online learning. Printed texts, which are often developed to accompany these first four modalities, can also be a fifth modality in contexts where technology is not used. Most of the data sources were drawn from work in the primary education sub-sector. However, much of the guidance can be applied to secondary and tertiary-level distance learning. This review is also applicable to data collection in both crisis and non-crisis contexts. This review presents a roadmap that guides users through four steps of planning and designing how distance learning delivered through any of these modalities can be monitored and evaluated. Step 1: Determine the Objectives of Monitoring and Evaluating Distance Learning; Step 2: Determine What Will Be Measured (Reach, Engagement, and Outcomes); Step 3: Determine How Data Will Be Collected (In-Person or Remotely); Step 4: Determine the Methods and Approaches for Measurement. Based on emerging global evidence, this review guides users through the process of measuring the reach, engagement, and outcomes of distance learning initiatives. In addition to providing step-by-step guidance, this review provides three overarching recommendations for developing and implementing evidence-based monitoring, evaluation, and learning (MEL) plans for distance learning initiatives." (Executive summary)
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"Development Research in Practice: The DIME Analytics Data Handbook is intended to teach all users of development data how to handle data effectively, efficiently, and ethically. An empirical revolution has changed the face of development research over the last decade. Increasingly, researchers are
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working not just with complex data, but with original data—data sets collected by the research team itself or acquired through a unique agreement with a project partner. Research teams must carefully document how original data are created, handled, and analyzed. These tasks now contribute as much weight to the quality of the evidence as the research design and the statistical approaches do. At the same time, empirical research projects are expanding in scope and scale: more people are working on the same data over longer time frames. For that reason, the central premise of this book is that data work is a “social process,” which means that the many people on a team need to have the same ideas about what is to be done, when, where, and by whom so that they can collaborate effectively on a large, long-term research project." (Introduction)
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"This report presents the protocol for a systematic search to identify and map the evidence base of impact evaluations and systematic reviews of interventions that aim to promote an independent media as a democratic institution in low- and middle-income countries. The EGM was developed by 3ie, made
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possible with generous support from the United States Agency for International Development (USAID)’s Center of Excellence on Democracy, Human Rights, and Governance (DRG Center), via a partnership with NORC at the University of Chicago." (About 3ie)
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"Advantages and disadvantages of remote evaluations: Advantages: environmentally friendly and applicable in case of travel restrictions; a cost-effective and more efficient implementation is possible; reduction of the project staff's workload; flexibility in scheduling the data collection, interview
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s, group discussions; integration of interviewees from different locations; online connection with interviewees facilitates second contact; flexible employment of interpreters; making use of digital tools. Disadavantages: making it difficult to develop a common understanding within the team of evaluators; lack of observations (e. g. equipment in laboratories, interviewees in the working environment); poorer contact quality with interviewees; risk that the momentum of the evaluation is lost and impressions disappear; less informal communication with interviewees and project team; strong focus on facts and more difficult consideration of the emotional level; more difficult assessment of the accuracy of recommendations; dependence on technology." (Background, page 4)
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"Big data can contribute to the evidence base in development sectors where evaluations are often infeasible due to data issues. Given the rapidly increasing availability of big data and improving computation capacity, there is a great potential for using big data in future impact evaluations. Big da
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ta can also contribute to evaluations through providing new ways to identify control groups and establish counterfactuals, and can strengthen the analysis with data on pre-programme trends, covariates, and sub-groups, as well as enabling better robustness analyses. However, there are several analytical, ethical, and logistical challenges that may hinder the use of big data in impact evaluations. Standards should be set for the reporting of data quality issues, data representativeness, and data transparency. More interaction is needed between big data analysts, remote sensing scientists, and evaluators." (Conclusion)
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"Many systematic reviews are solely concerned with effectiveness or impact. While a review which tells you what works can help you decide what to do, it is of less use in telling you how to do it. Causal chain analysis-based systematic reviews, which analyse the working of a logic model or a theory
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of change for an intervention, can give useful information on programme design and implementation. Causal chain analysis is not yet common in systematic reviews. This brief lays out what causal chain analysis is, the benefits of using it, and how to do so. The causal chain analysis approach is based on specifying the logic model for an intervention. A logic model provides the basis for the questions to be answered in the systematic review, the types of studies to be reviewed, coding forms, and analysis. The causal chain analysis identifies weak and missing links in the causal chain, and thus which assumptions in the logic model may not hold. Programme designers and implementers can learn from these lessons to achieve better development outcomes." (Box 1: Highlights, page 2)
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"The framework for selecting appropriate methods of stakeholder engagement is presented here as five steps that can help people who are commissioning or conducting research or evaluations to orient themselves to their context, research purposes and, ultimately, options for stakeholder engagement. Th
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e first steps include understanding the value of generalisable evidence (Step 1) and localised evidence (Step 2) for informing decisions. Step 3 recognises the socio-political implications of these different ways of thinking. Step 4 helps researchers identify a starting point by utilising a matrix that signposts various tools and methods. Choosing a starting point depends largely on the following: whether the research findings are for local or general application: Does the knowledge need to be generalisable to many different settings, or is knowledge to suit the local setting sufficient? And: How much clarity and consensus is assumed about what is known when starting out: Is prior knowledge that a study will build on clear and widely agreed before the work begins? Step 5 considers which stakeholders to engage with, and how, when planning and conducting research, depending on the circumstances." (Page 3)
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