Browsing by Department "Institute for Monitoring and Evaluation"
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- ItemOpen AccessA Success Case Method Evaluation of An Executive Coach Training Intervention(2007) Beets, Karolyne Elizabeth; Goodman, SukiThis evaluation examines the extent to which 2005 and 2006 Associate Coaching Course participants have successfully applied the proximal outcomes from the executive coach training. Following the Success Case Method, a survey determined that the majority of participants rated their application of the learnings very successfully. A qualitative data analysis of eight interviews conducted with six high success cases (three professional coaches and three within-job coaches) and two low success cases, explored their application of the proximal outcomes in detail. The results report on various themes that describe how the coaches have applied the training, what results they have achieved and what value has come from the training. Further themes address factors that helped or hindered application and suggestions for training improvement. It can be concluded that the Associate Coaching Course was successful for this group of participants in that they report successful on-the-job application of the proximal outcomes and provide examples of positive results achieved due to this application. Furthermore, this evaluation contributes to a relatively scant literature concerning the application of the Success Case Method of evaluation.
- ItemOpen AccessA theory evaluation of a peer education programme.(2012) Naude, Zani; Field, CarrenPeer education is a popular strategy to promote positive behaviour among youths. Peer education programmes are usually influenced by either the cognitive behaviour or the structural approach. The cognitive behaviour approach views behaviour change as an individualistic decision that is influenced by an individual's knowledge of the causes and consequences of risk behaviour. The structural approach in contrast rejects the idea that behaviour is an individual decision instead arguing that decision-making takes place within the context of socio-economic dynamics and social and cultural norms. The approach that an organisation favours will influence the design of the programme. Mfesane implemented a peer education programme in the Saldanha Bay Municipality in 2008. This programme was rooted in the Cognitive Behaviour Approach and was targeted at Grade 9 to Grade 12 learners in various high schools in the Saldanha bay area. The programme aimed to convey knowledge of HIV/AIDS to the youth in order to change the youth's sexual behaviours and thus reduce the prevalence of HIV/AIDS. An outcome evaluation that was conducted at the end of the programme's 3 year span found that although the programme successfully increased the youth's knowledge of HIV/AIDS, it did not succeed in changing risk behaviour due to the fact that more than half of the youths were already sexually active by age 16. The evaluation findings motivated Mfesane to review its peer education programme. Initially the organisation considered presenting the programme to a younger cohort. However, the current legal framework in South Africa would restrict what messages Mfesane could share with a younger audience. Instead the organisation agreed to continue targeting high school learners, but to reformulate the programme in order to improve the impact of the programme. The evaluator was approached to conduct a theory evaluation that would assist Mfesane to formulate a more effective programme. A theory evaluation extracts programme assumptions from stakeholders in order to assess the plausibility thereof based on social science literature and previous evaluation findings. During the planning phase of a new programme a theory evaluation can be used to ensure that stakeholders have a common view of the programme and the programme can plausibly achieve its desired outcomes. This theory evaluation was guided by three specific questions: 1) what are the underlying assumptions of the programme; 2) are the assumptions based on clear theoretical linkages; and 3) does evidence exist to support the programme assumptions? These questions guided the systematic method that was used to gather the information that informed the recommended programme theory. The programme assumptions were elicited from programme staff through individual interviews and two focus groups' discussions; one with the programme implementers and another with the programme managers. The separate focus group discussions enabled the evaluator to adopt strategies suited to the group's level of experience and previous exposure to programme theory. The programme implementers were systematically introduced to the different concepts used in programme theory before constructing a common programme theory while the programme managers could directly formulate a programme theory. In structuring their programme theories, both groups moved away from the cognitive behaviour approach and adopted a more holistic approach towards behaviour change that resembles the structural approach. An interesting finding was that in both instances the groups also moved away from focussing on risk prevention rather proposing to strengthen youth to become successful adults. However, the two groups proposed significantly different programme theories and in neither instance did these theories have strong causal links. After reviewing both programme theories, the evaluator presented the two groups with the programme outcomes that had been identified uniquely by each group and those that overlapped. This was used by Mfesane as a guide to identify the outcomes it would like to achieve through the new programme. Although the proposed programme theories supplemented the peer education programme with additional interventions such as income generation, in the end, the organisation for practical reasons decided to continue focusing primarily on peer education as an intervention. The evaluator assessed the plausibility of the proposed new peer education programme by interrogating social science literature and previous evaluation findings. A proposed causal chain for behaviour change was identified by integrating two behaviour change theories, the Social Cognitive Theory and the Theory of Planned Behaviour, into a single model. This model was used to measure how effectively the proposed activities could facilitate behaviour change. Based on these findings the evaluator could recommend a plausible programme theory in line with Mfesane's vision for the peer education programme. The differences between the two programme theories illustrated the value of a programme theory evaluation during the planning phases to ensure that stakeholders start the programme off with a common understanding thereof.
- ItemOpen AccessAn outcomes evaluation of the Zim-TTECH cervical cancer intervention in Harare Metropolitan Province, Zimbabwe(2023) Tapera, Oscar; Duffy, CarrenThis report presents the findings of an outcomes evaluation of the Zimbabwe Technical Assistance, Training and Education for Health's (Zim-TTECH) cervical cancer intervention in Harare and Epworth districts (Harare Metropolitan province). This programme seeks to improve access and uptake of cervical cancer screening and treatment among women living with HIV through recruitment, training and mentorship of nurses, procurement of equipment and commodities, providing support for diagnosis and referral for treatment services, and quality assessment of cervical cancer services. The evaluation interrogated the plausibility of the programme theory of the Zim-TTECH intervention and assessed its short- and medium outcomes. Methods The evaluation used a mixed-methods approach with both qualitative and quantitative data collection methods. This comprised a desk review of programme documents and relevant literature, secondary analysis of programme routine data and collection of primary data. Quantative descriptive analysis was conducted to determine coverage (in percentage) of Zim-TTECH cervical cancer services between 2019- 2021. Qualitative analysis was used to complement quantitative data and aid in the interpretation of programme results. Key Results This assessment showed that the Zim-TTECH cervical cancer intervention contributed to the increase in awareness among women living with HIV and health workers. The programme capacitated health workers to conduct effective health education and awareness-raising campaigns for cervical cancer. The evaluation revealed that the Zim-TTECH cervical cancer intervention improved access to cervical cancer services among women living with HIV. Additionally, the intervention did not deny women who were HIV-negative services though the reach for this group is not routinely documented and reported. Results from the evaluation showed that LEEP was the main treatment type used in Harare and Epworth followed by cryotherapy and thermablation techniques. This assessment also showed that the Zim-TTECH cervical cancer intervention contributed positively to the following areas: increasing access to cervical cancer services, early detection of pre-cancers and invasive disease and increased health education and awareness of cervical cancer among women and health workers. The evaluation also revealed some negative implications of the Zim-TTECH intervention on the health system which include the following: the programme‘s screening resulted in the detection of invasive cervical cancer cases which were referred to weak and ill-capacitated public health facilities, and most screening services are offered in HIV clinics which results in some women who are not HIV positive not wanting to screen for fear of stigma and the programme also contributed to staff attrition in public health facilities as they search for better opportunities in the NGO sector and outside the country. The Zim-TTECH cervical cancer programme rapidly adjusted to the new COVID-19 protocols in 2020 to ensure continuity of services though the demand side was affected by protracted lockdowns. The programme has also been keeping in tandem with technological evolutions including the adoption of thermoablative techniques and planning for the rolling out of highly sensitive human papilloma virus (HPV) DNA testing in line with Ministry of Health strategies and WHO guidelines. However, discussions are still ongoing on the adoption of HPV screening as the primary method as it will negate the ‘see and treat' approach. This evaluation showed that cervical cancer services were likely to continue in Harare and Epworth after the cessation of Zim-TTECH support albeit at a lower scale. The Zim-TTECH intervention is based in public health facilities that have been offering cervical cancer services even before partner support came through and these are likely to continue in their absence. Conclusions Findings from this evaluation showed that Zim-TTECH cervical cancer intervention was relatively effective with regards to short-medium term outcomes, although the COVID-19 pandemic saw disruptions of cervical cancer services which affected service delivery/uptake in 2020-2021. However, the key shortfalls of the intervention revealed in this evaluation showed systemic/structural gaps with the design of health interventions in the country as well as the vertical approaches which are also being perpetuated by donors. Additionally, given the huge resource shortfalls in the MoHCC due to protracted underfunding, there is evidence of limited coordination/leadership capacities to guide partners who come up with piecemeal interventions. Despite the revealed shortcomings of the intervention there are opportunities to improve services including treatment of invasive cervical cancer. Overall, better partnerships and coordination among government, NGOs and donors will be a game changer in ensuring continuity of services for cervical cancer in low-resource settings.
- ItemOpen AccessAnimal welfare in South Africa : a multi-component programme design(2015) Adams, Leanne; Field, CarrenThe ongoing international atrocity of animal abuse is a persistent and widespread social problem within human society. The maltreatment of animals, particularly in rural impoverished contexts in South Africa continues to be a pertinent challenge facing local animal welfare organisations. Upon identifying the need to improve the conditions of animals living in the Darling community, the Swartland SPCA approached the evaluator in order to design a plausible humane education programme. The evaluator began this research by reviewing the history and underlying principles of humane education, the efficacy of humane education, as well as formalised humane education programmes. Findings from the review revealed that humane education programmes hold diminished capability for the achievement of improved animal welfare when implemented in isolation. Although these programmes aim to affect behavioural change in order to respond to the problem of animal welfare, behavioural change is not easily achieved with a simple intervention such as humane education. Thus, designing a programme for the Swartland SPCA based solely on the logic of humane education with the expectation of behavioural change was deemed problematic. Subsequently, the evaluator endeavoured to develop a novel programme design to target the problem of animal welfare in Darling. Increasingly, research points to the need for a multifaceted approach in dealing with the problem of animal maltreatment due to its complex nature as well as the fact that it is based on a large number of confounding personal, familial, social, cultural and psychological factors. To address this need, the evaluator, in consultation with the SPCA, identified a number of possible reasons as to why the problem of animal welfare was a prevalent issue within the Darling community. This highlighted the need for additional interventions that could be employed holistically to alleviate the problem of animal abuse. Given that this research concerns the welfare of animals in terms of human-directed behaviours, it was decided that humane education as a form of intervention should be investigated further in its ability to affect attitudinal change in conjunction with violence prevention and peer education / modelling interventions as additional programme components. In order to affect interpersonal violence at a behavioural level, a violence prevention component was selected with the hope that reductions in interpersonal violence may extent toward the reduction of violence and abusive behaviour towards animals. Finally, peer education / role modelling was selected as a means of involving community members in the promotion of animal welfare via the concepts developed from the humane education programme component. Since an improvement of animal welfare conditions is essentially dependant on the performance of individual behaviours, grounding the programme in a theory of behaviour change was identified as an important first step in the programme design. As such, Ajzen's theory of planned behaviour was utilised as a behaviour change model in order to guide the programme's design framework and to ensure that the programme components corresponded with theoretically identified mechanisms of behavioural change. It was anticipated that utilising a multidimensional programme design rooted in a theory of behaviour change would increase the likelihood of achieving the link between attitudinal change and behavioural change. Therefore, this evaluation provides the Swartland SPCA with a broad-based programme design which provides a variable-oriented insight into the proposed mechanisms of change and can be utilised as a framework in the adaption of programme components. It is envisioned that this tool be used by the programme stakeholders to decide on intended outcomes, select the programme activities, and further define the design details thereof. A number of recommendations are also made in order to assist with the successful implementation of this programme and its sub-components in the long term. These include lobbying for the inclusion of animal welfare and violence prevention content as part of national school curricula, obtaining a violence prevention partner organisation to assist with certain implementation considerations, and finally the importance of continuous community engagement and involvement prior to and during the programme’s roll out.
- ItemOpen AccessAssessing the usability of the 2006 process evaluation of a grant-making organisation's enhancement of capacity programme(2011) Bhikoo, Asgar; Louw-Potgieter, JohaEvaluations can only be effective if evaluators provide clients with improvements that are easy to understand, implement and fit their needs. Often evaluation recommendations are not used because these factors are overlooked once the evaluation has been completed. This evaluation assessed whether the client used the evaluation improvements recommended to them by evaluators. It presents a follow-up evaluation to a Process Evaluation conducted in 2006 on a Grant-making Organisation's Capacity Building Programme. It focuses on the Enhancement of Capacity Programme which is a core training programme within the Capacity Building Programme of the Grant-making Organisation. Furthermore this evaluation provides a programme description, a programme theory and a plausibility assessment of the programme theory.
- ItemOpen AccessBreaking cycles of violence, one wave at a time : a formative evaluation of the Waves for Change Surf Therapy programme(2016) Snelling, Matthew; Dawes, AndrewThis dissertation was a formative evaluation of the Waves for Change Surf Therapy Programme, and included both a process evaluation and an outcome evaluation. Waves for Change used surfing as a means of engaging children and adolescents thought to be at risk of long-term social exclusion. This engagement was necessary in order to deliver a psychosocial curriculum. Waves for Change aimed to use this curriculum to enhance psychosocial wellbeing and reduce antisocial behaviour, and association with antisocial peers. Five evaluation questions were generated using programme documents and a rapid evidence assessment. These were concerned with whether the programme was capable of enhancing psychosocial wellbeing, and reducing antisocial behaviour and association with antisocial peers. Further, the evaluation wished to determine whether the programme was correctly targeted, and delivered with fidelity. An intention to treat analysis was conducted within a randomised control trial, using 115 primary school students from Masiphumelele, Khayelitsha, and Lavender Hill. Further 88 interviews were conducted with programme beneficiaries, and 15 coaches were submitted to performance review. The programme was found to be suitably targeted, but delivery of the programme was not achieved with fidelity to the programme design. There were a number of reasons for this, including inadequate completion of programme tasks by coaches, and inadequate attendance by children and adolescents. The result was that children and adolescents received less than half of the psychosocial curriculum, and did not show a change on the outcomes of interest. However, this evaluation suggested that the programme is feasible, pending improvements.
- ItemOpen AccessA comparative study of an NGO-sponsored CHW programme versus a ministry of health sponsored CHW programme in rural Kenya: a process evaluation(BioMed Central Ltd, 2014) Aridi, Jackline; Chapman, Sarah; Wagah, Margaret; Negin, JoelThe varied performance of Community Health Worker (CHW) programmes in different contexts has highlighted the need for implementation of research that focuses on programme delivery issues. This paper presents the results of process evaluations conducted on two different models of CHW programme delivery in adjacent rural communities in in Gem District of Western Kenya. One model was implemented by the Millennium Villages Project (MVP), and the other model was implemented in partnership with the Ministry of Health (MoH) as part of Kenya's National CHW programme.
- ItemOpen AccessD-Tree : examining the efficiency of a community case management mobile medical diagnostic tool(2016) Schramm, Kai T; Goodman, SukiD-Tree International's mission is "to develop and support electronic clinical protocols that enable health workers worldwide to deliver high quality care". They envision a world in which every person has access to high quality healthcare. To achieve this overarching goal D-Tree firstly, develops and validates clinical algorithms for use by health workers, secondly they design software for delivering these algorithms on mobile phones, and thirdly enable the effective use of these algorithms on a scalable basis. D-tree developed the electronic Community Case Management (eCCM) decision support tool for use by Health Surveillance Assistant's (HSAs) in Malawi for the care and treatment of acutely ill children under the age of five. This tool guides the HSAs through a clinical protocol to the correct diagnosis and subsequently treat, as such providing the HSA with a tool that can supplement lack of training, supervision and/or experience. The intervention they provide is supposed to lead to the following outcomes: (1) improved supervision of HSAs in the field, (2) accessible health records for HSAs, their supervisors and the Ministry of Health, (3) better follow up for the patients by HSAs due to accessible health records, (4) improved drug availability, and (5) improved protocol adherence by HSAs. The goals that D-Tree hopes to achieve by creating these outcomes are consistent provision of quality health care, and solidifying the trust between the people and their health care system. The final impact to be achieved are improved health outcomes. This is a formative evaluation aimed at the proximal outcomes of the D-Tree eCCM application.
- ItemOpen AccessDeveloping a monitoring and evaluation system for the ceasefire gang violence programme in Hanover Park, Cape Town(2014) Mahamed, Mahamed Rage; Louw, JohannThis study is a formative evaluation of the Ceasefire gang violence programme in Hanover Park, Cape Town, South Africa. The primary audience of this evaluation is the Ceasefire programme management. The Ceasefire programme is a project of the City of Cape Town's Violence Prevention through Urban Upgrading Unit (VPUU). The Ceasefire programme is run by the First Community Resource Centre (FCRC) in Hanover Park. The main aim of this evaluation is to develop a results-based monitoring and evaluation system for the Ceasefire programme.
- ItemOpen AccessEvaluating a governmental training and development programme(2010) Coetzer, Anje; Louw, JohannThe current study examines the Contractor Development Model (CDM) as used by Working for Water. The overarching goal of the WfW programme is to alleviate poverty by creating short to medium term jobs for unskilled workers through clearing alien vegetation. WfW aims to appoint contractors based on targets from the Expanded Public Works Programme which are 60% women, 20% youth (18 - 36 years) and 2% disabled people. The CDM’s main objectives can be seen as: the employment of youth, women and people with disabilities; skills development through training. The programme aims to to develop contractors so that they become less dependent on WfW. It aims to develop contractors’ alien clearing and business skills to such an extent that contractors eventually exit the CDM in order to pursue more lucrative opportunities outside of WfW.
- ItemOpen AccessEvaluating the first year roll-out of the Imibala Gifted And Talented Enrichment Programme of the Imibala Trust in The Western Cape(2015) Reddy, Lucina Jacqueline; Field, CarrenThe following dissertation details an evaluation conducted on a giftedness programme. The introduction of giftedness programmes can be traced as far back as 1922 where Terman was one of the first people to document and formalise the link between one's innate ability and their performance on a number of outcomes. Since then many other theorists Renzulli (1977) and Subotnik, Olszewski-Kubilius, and Worrell (2011) have expanded on the definition of giftedness to include not only one's innate ability but development of potential through a specialised environment that encourages the gifted learner to enhance their ability. In 2013, a programme evaluation student at the University of Cape Town, Reitumetse Mogorosi, conducted research for the Imibala Trust to assist with the design of the Gifted and Talented Enrichment (GATE) Programme. The Imibala Trust had for some time (with the support of the Metropole East Education Department) decided to pilot such a programme that aimed to serve gifted disadvantaged children in the Helderberg region. As a result of Mogorosi's work the GATE personnel were provided with an evaluation report that detailed a plausible programme theory for their programme; the activities that the GATE programme should include in its design; the selection process to be followed to recruit the identified target audience; and the importance of engaging relevant stakeholders in the programme. Following Mogorosi's (2014) report, the GATE programme was piloted in 2014. In 2014, a second masters' student from the University of Cape Town evaluated the pilot implementation of the GATE programme. This dissertation is an account of that evaluation study. The evaluator conducted two forms of evaluation, namely a process evaluation and a short-term outcome evaluation. The process evaluation aimed to establish whether the GATE personnel had implemented the programme as planned; while the short-term outcome evaluation aimed to determine whether the participants in the GATE programme perceived any changes as a result of the programme.
- ItemOpen AccessEvaluating the University of Cape Town's Global Citizenship Programme(2016) Goodier, Sarah; Goodman, Suki; Field, CarrenGlobal citizenship programmes are proliferating around the globe, particularly in the higher education environment. The increase in such programmes has resulted from the need to produce socially - responsible graduates equipped to handle the increasingly global, complex and diverse future. Many global citizenship service learning programmes utilise the engaged and critical pedagogy of Paulo Freire. This pedagogy facilitates students in engaging critically with a variety of perspectives and encourages them to think independently. The University of Cape Town's (UCT's) Global Citizenship Programme: Leading for Social Justice was implemented through the Centre for Higher Education Development at the university from 2010 onwards. This programme utilises Freire's critical pedagogy and provides UCT students with a guided, reflective opportunity to think about themselves in the context of the world and about global issues within their local context. An iterative cycle of learning, action and reflection underpins the each of the programme's three modules. Modules can be taken individually or in any order while a student is registered at UCT. The UCT Global Citizenship Programme is the evaluand for this evaluation. The evaluation process consisted of four parts, namely: theory, design, service utilisation and short - term outcome e valuations. As the programme had not been evaluated previously, the programme stakeholders were interested in working with the evaluator to articulate the programme theory, assessing it for plausibility and determining what design and pedagogy is used in other global citizenship programmes. Service utilisation was also of interest to the stakeholders and a process evaluation focusing on whether the programme is targeting and reaching its intended recipients was also undertaken. In addition, the evaluator explored possible short - term outcomes achieved by the GC2 module, to shed light on whether the programme is producing proximal outcomes with its current approach and pedagogy. This evaluation provided an articulated theoretical grounding for the GC Programme. The theory and design evaluation produced an articulated programme theory, from the perspective of the programme stakeholders, which was modified through consultation with the social science literature. The programme was found to be comparable to the majority of other such programmes in terms of its overarching design and pedagogy. The blended - learning approach in the GC Programme was found to be a unique feature compared with other global citizenship programmes. The process evaluation of the service utilisation found that the programme reaches a small proportion of its envisioned target population, despite two of the three modules having reached their maximum class size (~100 students). This is due to the current broad definition of the target population used, which effectively includes all UCT students. Females and students from the Commerce and Humanities faculties are over - represented in the programme when compared to the general UCT student population. A word cloud analysis for the short - term outcome e valuation indicated that it is possible that the programme participants may be achieving the outcomes for GC2. Due to the fact that there is limited evaluation research in the area of global citizenship programmes, this study makes a contribution to this research and evaluation area. The recommendations suggested in this study provide workable improvements that the GC Programme staff could make to this largely sound and popular programme. By taking, in particular, the recommended steps to measure outcomes, the GC Programme could provide a much stronger case for the impact of this well - conceived programme on UCT's students.
- ItemOpen AccessAn evaluation of a high school preparatory programme(2016) Du Plessis, Heléne; Chapman, SarahThis dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and post-test. However, none of these observed effects could be attributed directly to participation in the preparatory programme due to the lack of a comparison group. It is possible that changes between repeated measures on participants were due to maturation effects, regression to the mean, or another historical event which influenced the outcomes of the programme participants.
- ItemOpen AccessAn evaluation of a school leadership development programme(2015) Jansen, Rethar; Louw, JohannThis study set-out as an evaluation of Symphonia's Partners for Possibility leadership development programme for school principals in South Africa. Broadly, the goal of the programme is to improve the educational outcomes of under-resourced schools. The primary audience of this evaluation is the Partners for Possibility Operations Manager. During initial engagement with the programme stakeholders the feasibility of different evaluation types were considered. These deliberations centred on one of, or combination of, the following evaluation types: theory evaluation, process evaluation and outcomes evaluation. At first it appeared that an outcomes evaluation was entirely possible. After examining if an outcomes evaluation is feasible it became clear it was impossible to do this. As a result the focus shifted from outcome evaluation to what other kind of evaluation was feasible and acceptable to programme staff. In order to determine this, the evaluability assessment approach was utilised in order to conduct a theory evaluation and to determine if it was possible to obtain, at reasonable cost, relevant performance data. The revised programme theory behind the Partners for Possibility's programme was derived via semi-structured interviews with the programme Stakeholder Engagement Consultant and Operations Manager. A thorough analysis of programme documentation and the programme website also informed the development of the revised programme theory. The plausibility of the revised programme theory was assessed by conducting a literature review of similar evaluations and related literature. The literature review suggests that the revised programme theory is plausible. The revised programme theory can be summarised as follows: if the programme incorporates activities associated with both the instructional and transformational leadership development models then principals will be able to address the barriers that prevent their school from improving its educational outcomes. The results of the investigation into, is it possible to obtain relevant performance monitoring data, found that this was not possible. This investigation did determine that the programme has designed a monitoring system that effectively maps onto the process theory that was developed as part of the theory evaluation. However, semi-structured interviews with the Operations Manager and Stakeholder Engagement Consultant revealed that this monitoring system was not systematically maintained and that data was not available. This finding is what compromised the ability for an outcomes evaluation to proceed. It is strongly recommended that the programme staff implement and make use of their monitoring system. If the programme staff do this then a process evaluation is recommended for the programme in order to determine if the programme is implemented with fidelity.
- ItemOpen AccessAn evaluation of a youth-development-through-sport programme(2017) Mendoza, CynthiaThis evaluation was based on a youth-development-through-sport programme in Africa. In the present study the Success Case Method was used to demonstrate initial changes experienced by participants in the training and to inform the Youth Empowerment through Sport (YES) programme about quick and effective modifications that could be made to it. Several evaluation questions enquired what courses participants were using to achieve results at their projects, what barriers prevented participants from using the skills from training and what the quality of the training programme was like. Questions were also asked as to whether there were aspects of the programme that could be improved. Results revealed that the YES programme improved personal development and sessions at the participant's project through good leadership. There was also evidence that longer term outcomes were achieved, including increased employability. At the same time, there is a lot of valuable information in the report that highlights where the programme could focus its effort to maximize the potential of future impact that could be achieved.
- ItemOpen AccessAn evaluation of an after-school programme for high school learners in Cape Town, South Africa(2017) Benkenstein, Alex; Louw, JohannPoor academic achievement in relation to developing country peers, together with a range of other issues such as violence in schools, high drop-out rates and high teenage pregnancy rates, contribute to the perception of a crisis in South African education. In this context, after-school programmes have been developed in order to supplement the education and support learners receive during school. There is a large and growing body of literature which supports the view that after-school programmes can deliver positive outcomes, particularly for low-income students. Such positive outcomes, however, are far more likely to be observed with high quality programmes. This study presents an outcome evaluation of the EduCentre programme, an after-school programme targeted at high school youth. The EduCentre is implemented by a nonprofit organization in Vrygrond, a low-income community situated 25km south of Cape Town's central business district near the suburb of Muizenburg. The research design is pre-experimental and is based on the Success Case Method (Brinkerhoff, 200). A survey of a selected cohort of programme participants were surveyed in order to assess perceptions around programme design and impact, as well as assessing social and emotional skills. Following the Success Case Method, interviews were subsequently conducted with selected 'success' and 'non-success' cases, supplemented by interviews with programme staff. The study concludes that, within the limits of the pre-experimental methodology, there is evidence for the beneficial impact of the programme. The study concludes with recommendations to support programme design and future monitoring and evaluation efforts.
- ItemOpen AccessAn evaluation of the City of Cape Town Municipality's waste wise sustainable education and school recycling programme(2014) Armien-Ally, Jameyah; Louw, JohannThis dissertation examines the City of Cape Town municipality's Waste Wise Programme. It examines one of the three models, namely the Sustainable Education and School Recycling model and consists of a theory as well as a process evaluation. On commencement of the theory evaluation, the evaluator investigated the plausibility of the programme theory. In order to extract this information, a literature review on international and local literature was completed to answer the evaluation questions. The literature review suggests that the programme theory is plausible but that it could be further enhanced by incorporating a few additions to the programme. It investigated the Waste Wise Programme's impact theory, the service utilisation and the organisational plans, and found that, with a few minor amendments, the beneficiaries of the programme may benefit more.
- ItemOpen AccessEvaluation of the Parent Centre's positive parenting skills training programme: a randomised controlled trial(2015) Lester, Soraya Natalie; Ward, CatherineThis dissertation is both an assessment of the fidelity, and outcomes, of a parenting programme. The programme is implemented by The Parent Centre, a non-profit organisation (NPO) which provides a range of support services for caregivers of children. The primary audience for this dissertation includes programme stakeholders such as the organisation's director, programme manager and programme facilitators. The programme theory underpinning this intervention was created in collaboration with programme stakeholders and expert opinion. Briefly, this theory assumes that by participating in the parenting programme, caregivers are likely to benefit from learning positive parenting techniques which, when used, will catalyse improvements in the relationship they have with their children, and their children's behaviour. A literature review of similar programmes' effectiveness was conducted to assess its plausibility. This review found evidence which largely supported the programme's theory. This programme theory helped guide the focus of the evaluation. A total of nine evaluation questions were formulated. Two of these aimed to determine whether the programme was implemented with fidelity. The remaining seven aimed to determine the extent to which the programme was effective in improving its intended parent and child outcomes. A range of measures were employed to answer these questions. Implementation fidelity was assessed through asking programme facilitators to complete sessional checklists, collect programme attendance and participant homework checklists for each session. A randomised controlled trial design was used to assess programme outcomes; pre and post-test interviews were conducted in people's homes which utilised a range of measures. The programme was found to be implemented with high levels of fidelity. Despite high levels of engagement also being demonstrated by those who attended, attendance rates were overall quite low. Limited evidence for programme effectiveness was found using both an intention to treat analysis, and after conducting a second analysis which took into consideration a moderator of programme effectiveness i.e., programme attendance. Poor levels of programme attendance, as well as ceiling effects on some measures at pre-test , changes in the control group over time due to control group participants accessing other parenting assistance, reactivity to the questionnaire, and finally having the post-test conducted immediately after the programme was completed , are all factors which likely contributed to one finding limited evidence for programme effectiveness. Despite these factors hindering one's ability to determine programme effectiveness, further analyses are tentatively recommended based on the results that were found. Once participants have been allowed further time to practice programme skills, it is possible that programme effects may be found. Therefore, a long-term follow-up will likely allow one to come to a stronger conclusion regarding programme effectiveness. Finally, a few recommendations are made with regards to programme design, content, delivery and monitoring of outcomes. Continued emphasis on praise, and some coverage of consistent discipline may increase the programme's effectiveness. Keeping group sizes smaller and including only parents of children of the specified ages will help ensure it is relevant to programme participants. Introducing a basic pre and post programme completion questionnaire will allow The Parent Centre to track outcome achievement over time and facilitate an understanding of participant demographics. More recommendations will be able to be made once the one-year follow-up is completed. This dissertation addresses the gaps in the literature regarding parenting programme effectiveness in South Africa, and low and middle-income countries in general.
- ItemOpen AccessAn evaluation of the Rape Crisis Cape Town Trust's Birds and Bees peer education programme in Khayalitsha(2014) Strydom, Sarah Jean; Louw-Potgieter, JohaThis dissertation reports a theory, process and outcome evaluation of the Rape Crisis Cape Town Trust's (RCCTT) Birds and Bees programme. The Birds and Bees is a peer education programme that aims to create safer schools by decreasing incidents of sexual violence in schools and increasing the reporting of sexual violence. The programme in its current form has been implemented in high schools in Khayelitsha since 2009 and this dissertation focuses on two high schools in Khayelitsha that received the programme throughout 2013.The Birds and Bees programme theory was investigated for its utility and plausibility and a revised programme theory was proposed. Eight questions relating to the implementation of the programme were posed in order to assess whether the programme was implemented as intended. These questions related to the selection and attendance of peer educators, their ability to fulfil their role, the suitability of the peer educators' supervisors and the implementation of school activities and supervision meetings. Five questions regarding outcomes were posed that enquired about the effectiveness of the school safety plan, the number of learners who approached the peer educators for advice and the number of learners who reported sexual violence and accessed the services of the RCCTT. The evaluation used secondary data collected throughout 2013 and included interviews with the programme coordinator and the two supervisors responsible for the training and supervision of the peer educators. Data analysis methods included the use of descriptive statistics for the pre- and post-test data and QSR International's NVivo 10 software for qualitative data.
- ItemOpen AccessA formative and outcome evaluation for a substance abuse treatment programme(2011) Gumpo, Hlalani; Ward, CatherineSubstance abuse is a social problem that has contributed to a burden on the justice system. In South Africa, this problem has been found to be prevalent in Cape Town, the capital of the Western Cape. Methamphetamine, alcohol, cannabis, heroin and cocaine are the most commonly used drugs for which people have sought treatment. These substances are associated with violent behaviour and mental health behaviours which then result in criminal activities. Treatment however is not easily accessible for some socio-economic groups as it is expensive and geographically inaccessible. Alternate methods of treatment in the form of community interventions have been implemented in response to the need for treatment in these disadvantaged communities. This report is an evaluation of one such intervention based in Hanover Park, Cape Town.