LIFE SKILLS EDUCATION TOOLKIT FOR ORPHANS AND VULNERABLE CHILDREN IN INDIA• 57
- Were objectives set and indicators established?
- Were the children’s needs understood and
plans made? - Were target population children located and
available? - Was life skills training provided to the
children at the appropriate time, according
to plan and at the quality expected? - How many sessions took place for each topic?
- Were the key ethical guidelines maintained
while working with children?
If inputs are not available, there is no point in
evaluating process or outcome (progress). If
inputs do not come in on time or of the quality
expected, it will affect process and outcome. This
defeats the purpose of any evaluation that
measures progress and change.
For process, measure what happens during the
process of implementation:
- Did the training take place as and when
planned? - Did children attend regularly, and did they
participate actively? - Did the facilitators conduct the sessions
according to plan? - Were available materials/facilities used?
- Were overall plans followed?
- Were records kept, meetings held and
monitoring done? - Did staff receive on-site support and
capacity building? - Describe referral agreements. Were they made?
- Was information on materials, referrals and
facilities available?
Process evaluation also refers to the questions
that are provided as Review at the end of each
activity in the modules. Most of these relate to
what was learned, what was enjoyed in the activity
and what was not.
For outcome, measure the progress or the change
observed:- In what ways have the children changed?
Know
Feel
Do - What are the changes in knowledge, attitude
and practice of other stakeholders? - What are the changes in access to and
quality of youth friendly services?
Monitoring, including short assessments or
periodic reviews, can be undertaken before the
final evaluation and, in fact, will help the project to
reflect on successes and failures and change
direction if required.Do not forget to disseminate
the report to all those from whom you collected
data. Children and community have as much, if
not more right than organizations and donors, to
know what change has taken place, what has not
and why. Disseminate information in a format
that is easy to read and understand, or present
verbally in a meeting.
CHILD PARTICIPATORY TOOLS FOR ASSESSMENT
When simplified, tools such as questionnaires
and maps can be used with children for
evaluation. In addition, drawings or question and
feedback sessions may also be used. For example,
a quiz or a show of hands to indicate true/false or
agree/disagree can be used even with young
children. PRA tools such as ranking responses