Toolkits文档格式.docx

Toolkits文档格式.docx

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Rights-baseddevelopment

Summary

Chapter2:

involvingtherelevantpeople

1.Whyisparticipationgoodpractice

2.Whoshouldparticipate?

3.Whousestheresults?

4.Whenandhowshouldpeoplebeinvolved?

5.Ethics

6.Workingwithpartners:

NGOs,governmentsandotheragencies

7.Whoshouldcarryouttheexercise:

insidersoroutsiders

Chapter3:

Recognizinganddealingwithdifferencesanddiscrimination

Recognizingdifferences,avoidingdiscrimination

Avoidingdiscrimination

Chapter4:

thesystematiccollectionandanalysisofinformation

Theprinciplesofbeingsystematic

Quantitativeandqualitativemethods

Whentousedifferentmethods

Part2:

PRACTICALQUESTIONS

Chapter5:

questionstoconsiderwhenundertakingplanning,monitoring,review,evaluationorimpactassessment

Termsofreference

1.Aimoftheexercise

2.Whoisitforandhowwilltheyusetheresults?

3.Objectivesandkeyquestionsoftheexercise

4.Informationcollectionanalysis

5.Presentingtheresultsandusingthefindings

6.Organisation

Chapter6:

Assessmentandprogrammeplanning

Designinganassessmentandplanningexercise

Thestageofassessmentandprogrammeplanning

Stage1:

problemidentification

Stage2:

carryingoutasituationanalysis

Stage3:

programmedesign:

howtoaddresstheproblemidentified

Stage4:

programmeappraisal

Stage5:

approvalandbaselinestudies

Chapter7:

monitoring

Typesofmonitoring

Designingamonitoringsystem

1.Definingtheaimofthemonitoringsystem

2.Theselectionofrelevantinformation

3.Thecollectionandanalysisofdata

4.Presentingandusingtheresults

5.Organisation

Chapter8:

Reviewandevaluation

Theroleofreviewandevaluation,andthedifferencesbetweenthem

Importantquestionstoconsiderwhencarryingoutareviewofevaluation

1.Thepurposeandaim

2.Whoisitforandhowwilltheyusetheresults

3.Objectivesandkeyquestions

4.Informationcollectionandanalysis

5.Presentingtheresults

Chapter9:

impactassessment

1.Whatisimpactassessmentandhowdoesitrelatetoplanning,monitoring,reviewandevaluation

2.Carryingoutastudythatfocusesonimpact

3.Clarifyingtheobjectivesandkeyquestionsoftheexercise

5.Carryingoutarevieworevaluationthatfocusesonimpact:

methodsandorganisation

Chapter10:

planning,monitoring,reviewandevaluationinemergencysituations

Introduction

1.Constraintsandcompromises

2.Specificaimandobjectives

3.Keyquestionsandindicatorsrelevantinemergencies

4.Methodsforcollectingandanalysinginformation

5.Presentingfindings

Chapter11:

Planning,monitoringandevaluatingadvocacy

1.Whatisadvocacy?

2.Settingadvocacyaimsandobjectives

3.Decidingwhattomonitorandevaluate

4.Howcanadvocacybemonitoredandevaluated?

Part3:

TOOLS

Tool1:

participatorylearningandaction（PLA）

Tool2:

Surveys

Tool3:

Logicalframeworkanalysis（LFA）

Tool4:

Cost-effectivenessanalysis

Tool5:

Strengths,weaknesses,opportunitiesandconstraints（SWOC）analysis

Tool6:

Settingobjectives

Tool7:

Exampleofevaluatingparticipation

Tool8:

usingconsultants

Tool9:

programmeorprojectvisit

Tool10:

presentingandsharinginformation:

meetings,diagrams,videoandtheatre

Tool11:

traininganddevelopmentinplanning,monitoring,review,evaluationandimpactassessment

Tool12:

stakeholderanalysis

Tool13:

frameworkstohelpanalysetheadvocacyprocess

Tool14:

frameworksfordevelopingmonitoringandevaluationquestionsinemergency

Referencesandfurtherreading

Evaluationandimpactassessment:

corereading

Methodsofinformationcollectionandanalysis

Advocacy

Emergencies

Evaluation

Disabilityandevaluation

Monitoringandevaluationontheinternet

Glossary

Acknowledgements

ThiseditionofToolkitshasbeenbasedoncontributions,commentsandadvicefromalargenumberofpeoplefromSavethechildrenUKprogrammesthroughouttheworld,andfromoutsidetheorganisation.Allofthesecontributionshavebeeninvaluableinguidingboththecontentandstyleofthebook.MembersoftheLearningandImpactAssessmentNetworkofSavetheChildrenUKhaveplayedacrucialroleinidentifyingnewissuestobeincorporated,contributingtothecontentandcommentingonthenewchapters.Individualsthroughouttheorganisation–toonumeroustoname–havecontributedideas,experienceandindividualcasestudies.ManypeoplefromdifferentsectionsoftheLondonofficehavealsoputagreatdealoftimeandeffortintoreadingandcommentingonvariousdraftsofthedifferenttoolsandchaptersofthebook.ThewholeprocesshasbeendiligentlyguidedandmanagedbyMartaForestiwithsupportfromSimonStarling,CarrieStebbings,andjohnWilkinsonfromtheLearningandImpactAssessmentteaminLondon.Anymistakes,inaccuraciesortractsofpoorwritingareentirelytheresponsibilityoftheauthor.

Prefacetothenewedition

AfterconsultationwithpeoplewhouseToolkits,itwaddecidedthataneweditionshouldincorporatethefollowingchanges:

∙Greaterrecognitionoftheroleofplanning,monitoring,reviewandevaluationforlearning,bothintheshortandlongterm,andforensuringgoodpractice,andimprovingbothpolicyandpractice.

∙Moreemphasisonassessingthewiderimpactofworkandconsideringtheshort-termandlong-termimplicationsofinterventions;

alsomoreemphasisonattribution（iftherehasbeenachange,howdoyouknowwhatcausesit?

）（SeethenewChapter9onimpactassessment.）

∙Moreemphasisonadvocacyandonhowitcanbemonitoredandevaluated（SeeChapter11andTool13.）

∙Ashiftfrom“needs-based”towards“rights-based”approachestodevelopment.SavetheChildrenisachildren’srightsorganisation,andthereforeadoptsarights-basedapproachtoprogramming.Thisneweditionaimstoshowhowthekeyprinciplesofchildren’srightscanbeappliedtoexistingapproachestoplanning,monitoring,reviewandevaluation.（SeeChapter1forfurtherdiscussionofrights-basedprogramming.）

∙Moreexperienceofusingparticipatoryapproaches,andinparticularpromotingtheparticipationofchildren.

Experienceshowsthatchildren’sview,notonlyforchild-focusedagencies.Therearenewcasestudiesthroughoutthebooktoillustratehowchildrencanparticipate.（Seealsochapters2and3andTool1.）

∙Moreemphasisonworkwithpartners.Thismeansadoptingamoreinclusiveapproachtoplanning,monitoring,reviewandevaluation.Newcasestudieshavebeenincludedtoillustratethis.

∙ThedevelopmentofSPHEREminimumstandardsforhumanitarianemergencyprogrammes.

HowtousToolkits

Toolkitsshouldbeusedasyouwouldareal“toolkit”,byselectingtheparticulartools（inthiscase,approachesortechniques）thatyouneedtodealwithaspecificproblem.

Developmentworkrarelyconformsinpracticetotheidealmodelsfoundinthetextbooks.Thesameistrueforthetechniquesandapproachesdescribedhere.Whenappliedinpractice,theyalwayshavetobeadaptedtolocalcircumstances.Thecasestudiesillustratesomewaysinwhichthishasbeendone.

Monitoringandevaluationtoolsarenotnewandmanyofthemaresimplywaysofusingcommonsensesystematically.Theyaredesignedtoassistinthewholestrategicplanningprocessbyprovidingsomeofthemeanstomakedecisionsinchangingcircumstancesinasystematicway.

StructureofToolkits

ThisbookhasthreeParts:

Part1shouldbereadfirstwhenundertakinganyplanning,monitoring,review,evaluationorimpactassessment.Itlooksatgeneralissuesthatarerelevanttoalltheseexercises.

∙Whyplanning,monitoring,review,evaluationandimpactassessmentareessentialtodevelopmentworkandhowtheylinktoplanninganddecision-making（Chapter1）

TheremainingchaptersinthisPartexaminethebasicconsiderationsthatneedtobeappliedthroughoutassessment,monitoring,reviewandevaluationifthefindingsaretobeusefulandrelevant.Theseunderlyingprinciplesare:

∙Involvetherelevantpeople（Chapter2）.

▪Whoshouldparticipateinplanning,monitoring,review,evaluationandimpactassessment?

Whousestheresults?

▪Feedbackofthefindingstothoseinvolvedinthework.

▪Confidentiality

▪Workingwithpartners:

NGOs,governmentsandotheragencies.

▪Whoshouldcarryouttheexercise:

programmestafforoutsiders?

▪Differentapproaches:

participatory,non-participatoryandjoint.

∙Recogniseanddealwithdiff