ARE YOU ON THE RIGHT TRACK? - Rutgers WPF

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WorksheetSix steps to design your outcome monitoring and evaluation planTitle of the project/intervention:Outcome M&E plan written by:Others who have been involved in development of this plan:Summary of your SRHR/HIV prevention interventionTarget group:Goal of your intervention:Location of intervention:Description of your activities:Monitoring & Evaluation ToolWorksheet 18
Step 1: What behavioural changesdo you want to see in young people?Select indicators1. In this first and most important step of your outcomeM&E What are the reasons for you to do outcomemonitoring and evaluation?2. Which behaviours of young people are addressed bythe programme?Read the section on ‘Behaviour Change’ on page 11 andcheck out the examples on page 28 in Box 1.1. What is thefocus of your programme? What behaviours do you address?Now it is time to select. It will be important to involve yourcolleagues in this process, especially those who implementthe programme and or who have developed the programme.List the behaviours in the table on page 20. See Box 1.1.Examples of behaviours on page 28 for examples. Not allbehaviours may be relevant for your programme, and youmay need to add behaviours.3. Which determinants are addressed by the programme?List the determinants for each behaviour. See Appendix 1(page 50): Determinant Objectives for examples ofdeterminants for each behaviour. Not all determinants maybe relevant, or maybe you miss certain determinants.Complete the table below.4. Which topics will be included in the process evaluation(see page 14 and 15)?Appreciation of the programme by educatorsand young peopleQuality of implementation by the educatorsAttitudes and skills of educatorsOther topics:Monitoring & Evaluation ToolWorksheet 19
Page 1 and 2: ARE YOUON THERIGHTTRACK?SIX STEPS T
Page 3: ARE YOU ON THERIGHT TRACK?SIX STEPS
Page 7 and 8: ACKNOWLEDGEMENTSThis workbook was d
Page 9: HOW TO USETHIS WORKBOOKDo you work
Page 13 and 14: Ethical aspects of outcome M&EWhen
Page 15 and 16: 7. SKILLSAll skills that are needed
Page 17: A process evaluation can be done fr
Page 22 and 23: BEHAVIOUR(B)Intention(I)KNOWLEDGE(K
Page 24 and 25: Step 3: What questions do youselect
Page 26 and 27: Step 5: How will youdraw your concl
Page 28: Extra information you would like to
Page 31 and 32: BEHAVIOUR(B)KNOWLEDGE(K)RISK PERCEP
Page 33 and 34: The pre-test can best be done two t
Page 35 and 36: Select the respondentsIf you implem
Page 37 and 38: Capicity inorganisationPretest /Pos
Page 39 and 40: 1.Qualitative/quantitative datacoll
Page 41 and 42: Tool 4: Observation FormThe Observa
Page 43 and 44: Step 4: How will the databe collect
Page 45 and 46: Step 5: How will youdraw your concl
Page 47 and 48: Checking validity and reliabilityWh
Page 49: In a meeting, the findings and conc
Page 52 and 53: Appendix 1: Determinant objectivesB
Page 54 and 55: BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K
Page 56 and 57: BEHAVIOUR(B)INTENTION(I)KNOWLEDGE(K
Page 58 and 59: QUESTIONSRATINGnot at all not reall
Page 60 and 61: General questions1. Age of all resp
Page 62 and 63: Tool 2 - Interview guide for young
Page 64 and 65: Attitude38. Do you think it is poss
Page 66 and 67: Tool 3 - Interview/focus group disc
Page 68 and 69: Questions about the educators30. Wa
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14. Identify the teaching strategy
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Appendix 3b: Quantitative data coll
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9. Is homosexuality a disease?YesNo
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28. How can one avoid situations wh
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Completing this questionnaire is en
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To what extent do you agree with th
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How confident do you feel about doi
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Appendix 4: Suggestions for entry a
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M&E design 2. Pre-test and post-tes
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Appendix 5: Outline for a reportThe
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REFERENCES1 International Planned P
Page 92:
Do you work for an organisation in
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ARE YOU ON THE RIGHT TRACK? - Rutgers WPF

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