All Discussions Tagged ''strength-based' - Gender and Evaluation2024-03-29T15:43:09Zhttps://gendereval.ning.com/forum/topic/listForTag?tag=%27strength-based&feed=yes&xn_auth=noSeeking ideas for innovative presentationtag:gendereval.ning.com,2014-08-13:6606644:Topic:210062014-08-13T09:11:48.967ZRajib Nandihttps://gendereval.ning.com/profile/RajibNandi
<p>Dear Members,</p>
<p>Me and my colleague Rituu B. Nanda from ISST are going to present in Australasian Evaluation Conference 8 - 12 September, 2014.</p>
<p>We will be presenting the process of one of our recently conducted evaluations - evaluation of SABLA programme - "Rajiv Gandhi Scheme for Empowerment of Adolescent Girls" that addresses the multidimensional problems and challenges faced by adolescent girls in the age group of 11 to 18 years. The objectives of the scheme are to improve the…</p>
<p>Dear Members,</p>
<p>Me and my colleague Rituu B. Nanda from ISST are going to present in Australasian Evaluation Conference 8 - 12 September, 2014.</p>
<p>We will be presenting the process of one of our recently conducted evaluations - evaluation of SABLA programme - "Rajiv Gandhi Scheme for Empowerment of Adolescent Girls" that addresses the multidimensional problems and challenges faced by adolescent girls in the age group of 11 to 18 years. The objectives of the scheme are to improve the nutritional and health status of adolescent girls and empower them by providing education in life-skills, health, adolescent reproductive and sexual health (ARSH) and nutrition. We conducted a gender and equity focused evaluation. To make the evaluation more participatory, generative and transformative we used elements of strength-approach, community life competence.</p>
<p>We will be presenting our case under the <strong>gender and innovative presentation segment.</strong> We will focus on the <strong>process of evaluation</strong>.We have 45 minutes for this.</p>
<p>We do not want to restrict it to a mere power point presentation We seek your advice and suggestions on <strong>ways to make the session participatory and innovative</strong>. Request your responses by 2nd of September. Abstract is appended below.</p>
<p></p>
<p><span style="color: #0000ff;"><b>Abstract:</b></span></p>
<p><span style="color: #0000ff;">This paper describes an interesting approach where the evaluators recognized the value of using local community knowledge and experience in evaluating a Government of India programme for development and empowerment of adolescent girls. The evaluators tried to integrate participatory and appreciative approaches and looked at the evaluation process through a gender and equity lens.</span></p>
<p><span style="color: #0000ff;">The evaluators, went beyond the mandate of evaluation and focused on building evaluation capacity by fostering ownership of the programme among stakeholders and encouraging the community to be the active agents of change. Instead of traditional evaluation where evaluators go as outsiders to evaluate, we engaged the stakeholders in evaluation. All the stakeholders including the funding agency, NGO, the adolescent girls and the larger community were engaged in varying degrees from defining the objectives, designing questions, data collection and data analysis in the context of their aspirations and expectations, so that it could be an occasion for recognition and celebration of their strengths. The local project implementers and the adolescent girls themselves re-evaluated their own response and used them in particular context to further empower themselves. We used principles of strength-based approach and framed appreciative questions, which recognized the strengths of the community and NGO staff. This created a non-threatening environment, which stimulated open sharing of experiences. Further, this resulted in reinforcing the evaluation process by improving the quality and richness of data that the community produced itself, which would not have been the case in a traditional evaluation.</span></p>
<p><span style="color: #0000ff;">Additionally, a gender and equity lens was used to conduct the evaluation in six multi-ethnic districts, populated with religious and linguistic minorities and indigenous population. The gender and equity lens allows recognizing the systematic discrimination based on gender, caste, and class. The evaluation was able to probe whether the programme assessed time, mobility, poverty and accessibility constraints of girls, and accounted for intersectional discrimination.</span></p>
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