ARE YOU ON THE RIGHT TRACK? - Rutgers WPF

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The adaptation of the tools comprises the following steps:1. Look at the selected indicators for your programme(the determinants) in Step 1 and assess whether they matchwith the questions and topics in the tools in this Workbook.2. If necessary, remove from, or add questions to the tools.3. If necessary, translate the tools to another language,but be aware that key words, such as sexuality, aretranslated correctly.4. Pilot the (new/ adapted) tools with a small number ofrespondents to check whether the tool is understandableand whether the questions are appropriate and useful inyour setting. For a questionnaire, ask ten young people tofill in the questionnaire, analyse whether their answers givethe right information and ask them for feedback. For theguides for focus group discussions and interviews, ask 1or 2 respondents to give feedback whether these areunderstandable and useful.Monitoring & Evaluation ToolHow to complete the worksheet 40
Step 4: How will the databe collected and by whom?Collect the informationIn this fourth step, you will reflect on who will collect the data.Perhaps, you can link up with other organisations and askthem to assist you. Or you need to select and train datacollectors. Furthermore, you have to decide on the logisticalarrangements. And it is also important to think about howto create a safe environment for the data collection.Tool- Worksheet: questions 17-22When the preparations as described in Step 1, 2 and 3 arefinalised, you can start collecting the data. If you wish to includea pre-test measurement, you have to organise this before thestart of the implementation. We distinguish a number of tasksin the collection of information. They are given below.Decide who will collect the informationThe decision about who will collect the information dependson the capacities and resources available, and also dependson the type of information you like to collect. Handing outquestionnaires, explaining how to complete them, andcollecting them afterwards, requires different skills than thoserequired for conducting interviews or focus group discussions.And for conducting an focus group discussion you may needtwo people, that is the facilitator of the discussion and a notetaker. In most cases, it is preferable to select trained andqualified data collectors.In some settings it is preferable for female data collectorsto collect data among females, and males among malerespondents. And young people may be more willing toopen up towards peer youth than towards adults. Some othercriteria for the selection of data collectors are skills to talkopenly and explicitly about sexuality (especially in focus groupdiscussions and interviews), setting a safe atmosphere, actingopen and non-judgmental, asking open ended questions,probing further whenever needed, and the skill to recordinformation during focus group discussions and interviews.Train the data collectorsData collectors should be sensitised or trained to be able tounderstand what the data collection is aiming for and how touse the tools. Elements that should be part of training include:- Introduction to the purpose of the data collection.- Skills building on open communication about sexuality,and awareness of own opinions.- Ethics of data collection.- How the information will be used.- Piloting the tools with a small number of respondents, to seewhether the tools are appropriate, acceptable, understandable.- Exercises to introduce the questionnaire and be prepared forquestions of the respondents (quantitative data collection).- Exercises to build interviewing skills (qualitative data collection).Monitoring & Evaluation ToolHow to complete the worksheet 41
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 20 and 21: WorksheetSix steps to design your o
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: Tool 4: Observation FormThe Observa
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
Page 70 and 71: 14. Identify the teaching strategy
Page 72 and 73: Appendix 3b: Quantitative data coll
Page 74 and 75: 9. Is homosexuality a disease?YesNo
Page 76 and 77: 28. How can one avoid situations wh
Page 78 and 79: Completing this questionnaire is en
Page 80 and 81: To what extent do you agree with th
Page 82 and 83: How confident do you feel about doi
Page 84 and 85: Appendix 4: Suggestions for entry a
Page 86 and 87: M&E design 2. Pre-test and post-tes
Page 88 and 89: Appendix 5: Outline for a reportThe
Page 90 and 91: REFERENCES1 International Planned P
Page 92:
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