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Monitoring for impact in a programme’s sphere of influence

Monitoring for impact in a programme’s sphere of influence. a case study of the ´Quality Education and vulnerability Programme´ in Zimbabwe Robert Chipimbi, Mqaphelisi Sibanda, Jan Van Ongevalle. Afrea Conference 29 March – 2 April Cairo, Egypt. I have a dream!. Martin Luther King, Jr.

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Monitoring for impact in a programme’s sphere of influence

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  1. Monitoring for impact in a programme’s sphere of influence a case study of the ´Quality Education and vulnerabilityProgramme´ in Zimbabwe Robert Chipimbi, Mqaphelisi Sibanda, Jan Van Ongevalle Afrea Conference 29 March – 2 April Cairo, Egypt

  2. I have a dream! Martin Luther King, Jr. August 28, 1963

  3. The programme´s vision Zimbabwean teachers have the capacity and commitment to address the needs of Orphaned and Vulnerable Children so that they achieve their full potential in life. School environments and communities are child friendly, non-stigmatising, gender sensitive and are supportive for both the teacher and the Orphaned Vulnerable Children. There are enabling policy frameworks in place for addressing the needs of Orphaned and Vulnerable Children.

  4. The Vision Zimbabwean teachers have the capacity and commitment to address the needs of OVC so that they achieve their full potential in life. School environments and communities are child friendly, non-stigmatising, gender sensitive and are supportive for both the teacher and the OVC. There are enabling policy frameworks in place for addressing the needs of Orphans and Vulnerable Children. Sphere of interest IR1: Co-curricular activities IR2: Staff development IR3: Early childhood develop-ment IR4: Inservice training of teachers IR5: Policy development IR6: Organisational learning Sphere of influence Staff devpt commit-tees ECD depts Student bodies Student support structures College admins Outcome Challenge and progress markers Outcome Challenge and progress markers Outcome Challenge and progress markers Outcome Challenge and progress markers Outcome Challenge and progress markers Sphere of control Support strategies Organisa-tional practices Programme support team (VVOB)

  5. Planning and monitoring opportunities in OM contextual information Boundary Partner Program Internal performance Change in behaviour Outcome challenge and progress markers (outcome journal) Strategies & activities (Strategy Journal) Organisational practices (Performance Journal)

  6. Progress Markers for monitoring staff development committees The ProjectExpects to See staff development committees: Coordinate general functioning of staff development committee ... The program would Like to See staff development committees: Organise specific vulnerability related staff development activities ... The program would Love to See staff development committees: Assist vulnerability related curriculum development ...

  7. Monitoring as action learning

  8. Lessons learnt Meaningful dialogue with the boundary partners, bringing more clarity about the programme’s intentions, building trust with partners and strengthening ownership. Strong evidence that collective learning is indeed taking place. The integration of OM in LFA has helped to make our Monitoring system more learning based. A learning based monitoring system can help meet accountability requirements. OM has helped clarify what is within our programme’s sphere of control, sphere of influence and sphere of interest, making it easier to choose what and how to monitor within each of those spheres.

  9. Thank You Very Much Robert Chipimbi robert@vvob.co.zw Jan Van Ongevalle janvo@zol.co.zw VVOB Flemish Office for Development Cooperation and Technical Assistance 15 Downie Ave, Sardc office complex, Belgravia, Harare, Zimbabwe Tel: 04-702311

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