Browsing by Subject "Programme evaluation"

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    Open Access
    A Theory and Implementation Evaluation of The Allan Gray Entrepreneurial Challenge
    (2025) Dumutu, Ismail Ombo Michael; Boodhoo, Adiilah
    Youth unemployment remains a pressing concern in South Africa, with an alarming unemployment rate of 44.7% recorded among individuals aged 15 to 34 in the fourth quarter of 2021. This calls for urgent intervention due to the associated ramifications of poverty, social exclusion, inequality, crime, and social instability. Despite a positive attitude towards entrepreneurship, South Africa lags in entrepreneurial activity compared to other developing countries. Recognizing the pivotal role of entrepreneurial education, the Allan Gray Orbis Foundation (AGOF) launched the Allan Gray Entrepreneurship Challenge (AGEC) in 2017. This online simulation ‘game' seeks to develop entrepreneurial competencies in primary, secondary, and Technical and Vocational Education and Training (TVET) college students in an interactive manner. Following an internal review, the programme was adapted in 2022 to enhance the gaming and learning experience of beneficiaries. This evaluation aimed to surface and assess the plausibility of the theory of change underlying the adapted AGEC and assess the extent to which the game's design and implementation were adapted in line with the proposed recommendations. To elicit the programme theory, the following questions were employed: • What is the underlying logic and theory of AGEC? • To what extent is the AGEC programme theory and logic plausible? • What aspects of the AGEC programme can be altered to optimize the desired outcomes? The following questions were used to assess implementation effectiveness: • To what extent are the proposed changes to the AGEC game being implemented as planned? • What are the potential barriers to successful implementation? • Which, if any, improvements to the delivery of the AGEC game are recommended by participants? Combining exploratory and descriptive research designs, the evaluator collected data through workshops, document reviews, and key informant interviews with seven champion teachers and seven students. The following key findings were identified (i) the AGEC theory and underlying causal assumptions were plausible; (ii) while the extended gameplay period aligned with successful programmes, challenges arose in maintaining student focus; (iii) the original leaderboard with weekly prizes was found to be more motivating for students; (iv) technical issues hampered the user experience, leading to decreased interest and high dropout rates among students; (v) shifting from teacher-assessed weekly assignments to automated Built-in Assessment impacted debrief sessions negatively with fewer sessions being organized; (vi) insufficient organizational support was offered to teachers and students; and (vii) resource shortages, exacerbated by the COVID-19 pandemic, posed challenges, particularly in rural schools. Key recommendations include ensuring adherence to planned debrief sessions and peer-to-peer learning to sustain engagement, reintroducing weekly prizes alongside end-of-module quizzes to maintain motivation and engagement, improving teacher training and support to improve programme delivery, providing resources such as devices (computers, tablets, etc.) and internet connectivity to low-income schools, rigorous testing of the AGEC game before launch, and adding a live chat feature to strengthen technical support. This is meant to improve the overall learning experience for students, increasing the likelihood of attaining desired outcomes.
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    Open Access
    A theory and outcome evaluation of the Allan Gray Orbis Foundation (AGOF) Association Programme
    (2025) Ndamase, Nozuko; Chapman, Sarah
    This dissertation presents a comprehensive evaluation of the Association Programme of the Allan Gray Orbis Foundation (AGOF), which is designed to foster entrepreneurial activities among its participants. The evaluation employs a dual focus, integrating both theory evaluation and outcome evaluation methodologies to assess the effectiveness of the programme. The theory evaluation utilizes a descriptive research design, examining the programme's Theory of Change (ToC) and aligning it with empirical evidence. Key methodologies included an extensive literature review and semi-structured interviews conducted with subject matter experts. Data analysis was performed using thematic analysis to ensure a robust understanding of the programme's underlying assumptions and causal pathways. The outcome evaluation, adapted the Success Case Method (SCM), focuses on identifying and analysing successful and non-successful cases among programme participants. Initially, a review using existing AGOF database was conducted to identify potential success cases, followed by in-depth interviews to gather qualitative data from selected individuals. Findings from the theory evaluation indicate that the AGOF Association Programme's ToC is supported by empirical evidence, emphasising the criticality of mentorship and resource accessibility for entrepreneurial success. The outcome evaluation reveals that many fellows successfully established socially responsible, high-impact enterprises while also highlighting challenges regarding access to financial resources and the application process for funding. Overall, the integrated findings from both evaluations reflect the programme's positive impact on fostering entrepreneurial capabilities among participants while also pointing out areas for improvement, particularly in enhancing funding accessibility and ongoing support mechanisms for fellows.
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    Open Access
    Using workshops to develop theories of change in five low and middle income countries: lessons from the programme for improving mental health care (PRIME)
    (2014-04-30) Breuer, Erica; De Silva, Mary J; Fekadu, Abebaw; Luitel, Nagendra P; Murhar, Vaibhav; Nakku, Juliet; Petersen, Inge; Lund, Crick
    Abstract Background The Theory of Change (ToC) approach has been used to develop and evaluate complex health initiatives in a participatory way in high income countries. Little is known about its use to develop mental health care plans in low and middle income countries where mental health services remain inadequate. Aims ToC workshops were held as part of formative phase of the Programme for Improving Mental Health Care (PRIME) in order 1) to develop a structured logical and evidence-based ToC map as a basis for a mental health care plan in each district; (2) to contextualise the plans; and (3) to obtain stakeholder buy-in in Ethiopia, India, Nepal, South Africa and Uganda. This study describes the structure and facilitator’s experiences of ToC workshops. Methods The facilitators of the ToC workshops were interviewed and the interviews were recorded, transcribed and analysed together with process documentation from the workshops using a framework analysis approach. Results Thirteen workshops were held in the five PRIME countries at different levels of the health system. The ToC workshops achieved their stated goals with the contributions of different stakeholders. District health planners, mental health specialists, and researchers contributed the most to the development of the ToC while service providers provided detailed contextual information. Buy-in was achieved from all stakeholders but valued more from those in control of resources. Conclusions ToC workshops are a useful approach for developing ToCs as a basis for mental health care plans because they facilitate logical, evidence based and contextualised plans, while promoting stakeholder buy in. Because of the existing hierarchies within some health systems, strategies such as limiting the types of participants and stratifying the workshops can be used to ensure productive workshops.