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Qualitative Indicators Training Danish Child and Youth Network. Dr Leslie Groves Social Anthropologist. The Workshop. Introduction to Indicators How to Identify the ‘Right’ indicators Collation and dissemination Theory into Practice:Thematic Case Study work Peer Panel review
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Qualitative Indicators TrainingDanish Child and Youth Network Dr Leslie Groves Social Anthropologist
The Workshop • Introduction to Indicators • How to Identify the ‘Right’ indicators • Collation and dissemination • Theory into Practice:Thematic Case Study work • Peer Panel review • Commitments and Close
Introduction to Indicators • What are they? • Why are they used? • Who uses them? • When are they used? • What do they measure?
What are they? • ‘An indicator indicates’: shows you something or points in a particular direction • Tool to understand and follow change • Requires elements of comparison: Time, place and proportion • Quantitative and/or Qualitative • Subjective
Why are they used? • Baseline indicators: Establish current situation and provide a reference for future work • Monitoring indicators: Show changes over time & check effectiveness of interventions and altered circumstances • Early warning indicators: Provide danger signals of deteriorating conditions in situations of sudden or unexpected change.
Who uses/ collects them? Who decides the indicator and who does the research has important implications. • Different groups have different interests – donors, project implementers, target group, different groups within the target group. • Be careful of ‘Blind spots’ e.g gender, disability etc. • Collation not neutral process: gender, age, background, attitudes, behaviours etc.
When are they used? • Throughout project/programme/policy cycle
What do they measure? • Input indicators:measure resource allocation: number of health workers trained, number of buildings used as clinics etc. Usually at/ close to the start of project. • Performance/Process indicators:measure activities to track progress towards the intended results: regular meetings of women and health care workers, number of visits to mobile clinic, by sex of mother and child, views of activities of health workers and clinic, of parents • Progress/Outcome indicators:measure long-term results and whether contributed to goal: e.g reduced child, and maternal mortality and morbidity rates as compared to the national average within five years. • Impact indicators: measure medium and long term impacts of project. Wider than outcomes.
Where do you get the information from ? Quantitative: • Population census, Household survey, School surveys, Local govt files Qualitative: • Focus group discussions, interviews • PRA: matrix ranking, transect walks, mapping… • Observation
2. The ‘right’ indicators should be ‘Smart’: • S pecific • M easurable • A chievable • R ealistic • T ime bound Plus • Comparable: Capable of being used accurately in more than one situation • Disaggregated: non- discrimination • Cost effective: various sources • Linked: to objectives etc. • Participatory: Involving all stakeholders
…Then… ask yourself… • What assumptions do you have about behaviour change e.g education leads to behaviour change. Are there any other ways that you may not be thinking about? Be creative or you may miss important impact. • Who are you leaving out? Have you done a good stakeholder analysis? Diversity issues, most marginalized groups. • Do you have a sufficient understanding of causes/barriers to behavioural change? • How are you building ownership? Particularly imp when looking at behavioural change.
Today: Qualitative Indicators that highlight changes in: • Awareness • Attitudes • Behaviours • Practices • Norms and Values
Qualitative Indicators … • Ask ‘Why’, as opposed to how many • Depth, as opposed to breadth • Subjective, as opposed to objective • Exploratory, as opposed to definitive • Provide insights, as opposed to level • Interpret, as opposed to ‘scientific’
Behavioural Change Indicators: Change For Who? • Individual level: school teachers, young sexually active persons, children, etc. • Household/family level: parent-child-sibling relationships, discussion of sexual health for ex. • Community level: teachers associations, youth clubs, health centres. Groups that discuss exclusive breast feeding etc. • Policy and Programming level: organisational, govt policies and actions passed
SC UK Common dimensions of changeCentral America example 1. Changes in the lives of children and young people Which rights are being better fulfilled? Which rights are no longer being violated? 2. Changes in policies and practice affecting children & young people’s rights Duty bearers are more accountable for the fulfilment, protection and respect of children’s and young people’s rights. Policies are developed and implemented and the attitudes of duty bearers take into account the best interests and rights of the child. 3. Changes in children’s & young people’s participation and active citizenship Children and young people claim their rights or are supported to do so. Spaces and opportunities exist which allow participation and the exercise of citizenship by children’s groups and others working for the fulfilment of child rights. 4. Changes in equity and non-discrimination of children & young people In policies, programmes, services and communities, are the most marginalised children reached? 5. Changes in civil society and communities capacity to support children’s rights Do networks, coalitions and/or movements add value to the work of their participants? Do they mobilise greater forces for change in children and young people’s lives?
1. Changes in the lives of target group • Physical health: nutrition, development, substance abuse, disturbed sleep • Mental health: perceptions of well-being, confidence, self esteem, antisocial behaviour, insecurity/ inhibition, self denigration-self worth, Apathy- autonomy • Improved relationships: school, families, communities, positive adult-peer relations, social integration • Improved access to basic services, work patterns, • Knowledge on rights
2. Changes in policies and practice • Organisation level: Staff motivation, capacity, awareness, changing work practice such as participatory work increased. Improved partnerships, linkages • Wider level: National/local policies (PRSPs, NPAs etc.)
4. Changes in equity and non-discrimination • Access by marginalised groups to services • Greater involvement by all groups in meetings, actions etc. • Leadership profile
5. Changes in civil society and communities capacity • Setting up of committees, frequency of meetings • Engagement in policy and programming • Influencing work • Growth in local NGOs/CBOs/civil society action
Example 2: Centre for Communication Programs, Johns Hopkins Bloomberg School of Public Health Steps to Health Behaviour Change Indicators
Knowledge • Recalls specific messages • Understands what messages means • Can name products, methods, or other practices and/or sources of services/supplies • Approval • Responds favorably to messages • Discusses messages or issues with members of personal networks (family, friends). • Thinks family, friends, and community approve of practice • Approves practice • Intention • Recognizes that specified health practices can meet a personal need • Intends to consult a provider • Intends to practice at some time • Practice • Goes to a provider of information/supplies/services • Chooses a method or practice and begins use • Continues use • Advocacy • Experiences and acknowledges the benefits of practice • Advocates the practice to others • Supports programs in the community
Collecting the right data to measure your right indicators • Skills in participatory research and data collection • Focus Group Discussions • Observation • PRA • Baseline survey Other?
Conducting the right dissemination of the right analysis of the right data on your right indicators • Using qualitative methods brings added responsibilities in terms of ensuring that collection is not merely extractive. How are you going to feedback to people who have put substantial time into the process?
Exercise: Focus Group Discussions • The process for collating data and measuring change is as important as developing the ‘right’ indicators. • Exercise…. • Researchers: Lead the focus group discussion, attempting to ensure all participants are able to participate if appropriate. You are trying to find out about people’s attitudes and behaviours. You may choose to focus on children’s participation or on HIV/AIDS. This type of research would form a baseline for you to develop indicators and objectives to measure changes to attitudes, awareness, behaviours, practices, norms and values. • Witnesses: To witness the session, and to be prepared to comment on the observed interaction • Focus Group participants: Each participant will be assigned a role, as defined below.
Identifying, collecting, analysing and disseminating the right indicators • Which indicators do you want to collect? • How will you collect them? • How will you analyse them? • How will you disseminate them?
1 or 2 people from each group stay at the stall to «sell their product» and to receive feedback. Rest rotate through other stalls every 10-15 minutes. Members from the visiting groups examine the product posted at that stall and make comments on cards:- Suggestions for addition and/or reformulationWhen the rotations to each stall are completed, the original small groups resume at their stall and discuss the received comments and incorporate suggestions into their workEach group has 2 minutes to present back their changes in plenary.
