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The answers to questions will then lead to recommendations on how to use the data to address the needs of OVC. Some data may suggest minimal or no changes to existing OVC policies and programs. Other data may direct the Advisory Team to make specific recommendations about how to improve the situation of vulnerable Report Tables An example table and descriptions of the most important items to be provided in a data table are presented below. TABLE [Table Number] [Title] Freq. Percent Cuml. -------------+------------------------------------------------- [Code] | n % % [Code] | n % % [Code] | n % % [Code] | n % 100.0% -------------+------------------------------------------------- Total | 100.0% Note that the table is numbered and titled.The title gives direction about the information to be gained from the data in each table.“Freq” is the frequency or the number of times each of the codes occurred in the population. Percent is the percentage of the entire population surveyed for each code or variable characteristic.“Cuml” is the cumulative percentage of all the codes and the proportion represented by each code.The mean is given when it is important to know the average of continuous responses (e.g., ages, number of hours a caregiver spends earning an income, number of people in a household).The range of these responses can be assessed by looking at the minimum and maximum values. children. Chapter Seven provides concrete examples of how data can be used in efforts for OVC. Examples include improving logistics (e.g., food supply), improving access (e.g., reducing school fees for OVC and extending VCT services to meet the needs of young people), making structural changes (e.g., community schools, daycare centers, or counseling centers), or improving a community’s ability to respond to the needs of OVC. Preparing Summary and Recommendations From a practical point of view the summary and recommendations section is perhaps the most important part of the situation analysis report because it is a synthesis by the Advisory Team of all the information gathered, and it is often the first and/or only section of the report that a large segment of the audience is likely to read. It is also important because the analysis findings will likely lay the groundwork for planning and mobilizing action, and it provides an opportunity to clearly explain the relevance of the analysis and how its findings can guide future decisions regarding efforts for OVC. The summary and recommendations section must be concise and as specific as the findings permit, as well as sensitive to the political context, indicating who should do what, where, when, and how. It must clearly indicate which recommendations are based on the findings of the analysis as opposed to those that arose by other means, such as expert opinion or consensus of the Advisory Team. Before publishing the report, key stakeholders should be consulted to ensure the recommendations are appropriate, feasible, and practical given the available resources of the target groups (e.g., NGO programs and government ministries). The summary and recommendations section should be short and easy to read. A bullet list format can help make it easier to read. Avoid broad statements of what should be done (but will not) and long wish lists. Recommendations may specify strategies for action, call for priority attention to certain geographic areas, and rec- 78 Guidelines and Tools
Creating a Terminology List One key task of the Technical Lead is to prepare a list of terms and acronyms used in the report. This list is the primary lexicon of the analysis population and includes terms relevant to the HIV/AIDS-affected OVC issue. One cannot assume, for example, that the reader uses the same definition of orphan or vulnerable child. ommend potentially cost-effective interventions. They may also identify organizations that are best suited to respond to the recommendations. In situation analysis reports, a list of all key recommendations must stand out. As a general rule, the recommendations section should be no longer than 2 pages. Appending the Data The complete situation analysis report should have an appendix that contains the data tables and interview transcripts, but it must not contain any identifying information about respondents. Given the potentially large volume of information in such a data appendix, it may be necessary to put it on a CD-ROM. Including the data in a report appendix enables other readers to use the data for their own purposes and/or to look more closely at the data for specific information. For example, care and support professionals can benefit from the actual data because it allows them to look for language commonly used by community members, guardians, and the children to refer to their situations, and then compare that with language used in their own programs. More Sources Are Better Than Fewer Seek other data sources that support the situation analysis findings.As part of preparing for a situation analysis, the Situation Analysis Manager should seek out secondary data sources to help inform the Advisory Team on information gaps. During the report-writing phase, these secondary data should be searched again for points that support or expand the findings. Secondary data that may be referenced or woven into reports include: school dropout rates in areas with high HIV/AIDS incidence, number of street children and abandoned children, number of institutionalized children, mother-to-child HIV transmission data, and child labor statistics. Tips for Developing Recommendations It is important to mentally step back from the details of the data collected to look at the general situation and see what needs to be done. Look at the recommendations as a whole to identify related issues that could be addressed through a particular action; this can help identify broad priorities for action.When developing recommendations, pay particular attention to the following questions: • How is each recommendation supported by analysis findings? • What differences can an intervention be expected to make in the child’s life and in the household? • What actions are necessary pre-conditions for other actions? • In what ways are potential solutions to problems interrelated? • Can the recommendations be prioritized? • Is there a person, organization, or government ministry that can be made responsible for action on each recommendation? • Is the current level of information exchange about orphans and vulnerable children’s needs and services adequate? • How could collaborative action be increased? • What can be done to increase the likelihood that available resources will be used in keeping with the recommendations? • How can ongoing monitoring of the impact of AIDS on children and families be carried out? • Can a particular approach or intervention be implemented (considering both potential availability of resources over time and technical feasibility) on a scale sufficient to improve the situation of a substantial portion of the most vulnerable children and households? • Which approaches or interventions will produce long-term improvements for vulnerable children and households, either by being sustained over time or by producing ongoing socioeconomic benefits? Adapted from Williamson, J., Cox,A., and Johnston, B. 2004. Conducting a Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS. February. PHNI. Conducting a Participatory Situation Analysis of Orphans and Vulnerable Children Affected by HIV/AIDS 79
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A Framework and Resource Guide Cond
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A Framework and Resource Guide Cond
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Preface For over a decade, stakehol
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Table of Contents Acronyms . . . .
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Abbreviations and Acronyms AIDS . .
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Introduction Worldwide, the number
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to them, but conditions will evolve
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Chapter One: Overview One of the mo
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could identify a Situation Analysis
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III. Overview of Situation Analysis
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and updated throughout the situatio
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are able to formulate and take resp
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Chapter Two: Situation Analysis Man
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Responsibilities of Technical Lead
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cially launch the primary data coll
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The role of a PSSP is to provide im
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Illustrative Organization Chart Sit
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Training In-Depth Interviewers and
Page 37 and 38: Situation Analysis Phase Planning 1
Page 39 and 40: Chapter Three: Data Collection Meth
Page 41 and 42: can then be designed to focus on th
Page 43 and 44: Comprehensively Analyzing the Situa
Page 45 and 46: may produce an endless list of topi
Page 47 and 48: themes or domains for the situation
Page 49 and 50: dren. For example, an FGD may incre
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Page 53 and 54: • Most critical needs • Unmet n
Page 55 and 56: Existing Survey Data Collection Too
Page 57 and 58: Experience from the Field: Determin
Page 59 and 60: Chapter Four: Management of Data Co
Page 61 and 62: Gain access to field sites Gaining
Page 63 and 64: Example from the Field: Consent Pro
Page 65 and 66: An interviewer fatigue factor must
Page 67 and 68: Special note on selecting household
Page 69 and 70: Experience from the Field: Question
Page 71 and 72: Chapter Five: Data Analysis This ch
Page 73 and 74: Computer Software for Quantitative
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Page 79 and 80: eading each set of notes or transcr
Page 81 and 82: Chapter Six: Reporting and Dissemin
Page 83 and 84: sis, but also ensure that no harm c
Page 85 and 86: Analytical approach The analytical
Page 87: Education District 1 District 1 Dis
Page 91 and 92: “This is what I’m hearing; Does
Page 93 and 94: Working with the Media The media pl
Page 95 and 96: Chapter Seven: Translating Data int
Page 97 and 98: more appealing to other stakeholder
Page 99 and 100: AIDS, children living in extreme po
Page 101 and 102: Glossary of Terms Advocacy: Act or
Page 103 and 104: nuclear family, including grandpare
Page 105 and 106: Orphans: Children 18 years or young
Page 107 and 108: Social desirability bias: Bias that
Page 109 and 110: References Demographics Loudon M. 2
Page 111 and 112: Orphans and Vulnerable Children in
Page 113 and 114: Appendix A: Resources Orphans and V
Page 115 and 116: Kalton, G. 1989. Introduction to Su
Page 117 and 118: Appendix B: Criteria Used To Select
Page 119 and 120: Appendix C: Example Protocol Exampl
Page 121 and 122: Appendix D: Ethical Considerations
Page 123 and 124: Appendix E: Example Organizational
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Page 127 and 128: Specific care for children with HIV
Page 129 and 130: Appendix F: Example In-Depth Interv
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Page 133 and 134: Topic Guide for Focus Group Discuss
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Page 137 and 138: Example Focus Group Discussion Guid
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Support and Training Needs of Careg
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Example Focus Group Discussion Guid
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Probe: • Volunteer care provider?
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Appendix H: Example Baseline Survey
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The 6- to 12-year-old children’s
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Section 2: Food Intake This section
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Section 3: Psychosocial Issues (con
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Section 4: Emotional Well-Being Che
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The 13- to 18-year-old children’s
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Section 2: Food Intake This section
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3.1: Background Information on Fath
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No. Q322 3.2: Background Informatio
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3.3: HIV/AIDS Issues and Relationsh
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No. Q351 Q352 Q353 Q354 3.3: HIV/AI
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3.4: Child/Guardian Relationship (c
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No. Q376 Questions and Filters How
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Section 4: Risk-Taking (continued)
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SECTION 0: IDENTIFICATION DATA 001
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Section 1: Background Characteristi
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Section 3: Perceptions of Guardians
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Section 3: Perceptions of Guardians
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Section 5: Household Economic Statu
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No. Q515 Q516 Q517 Q518 Questions a
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C1 C2 C3 C4 C5 C6 C7 C8 C9 C10 C11
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Section 10: Household Access to Sup
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Section 1: Background Information N
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No. Q119 Q120 Q121 Questions and Fi
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Section 3: Household Head/Caregiver
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No. Q401 Q402 Q403 Q404 Q405 Q406 Q
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No. Q501 Q502 Q503 Q504 Q505 Q506 Q
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Appendix I: Example Consent Forms E
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Family Health International Institu
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