Qualitative Indicators Training Danish Child and Youth Network

1
Qualitative Indicators TrainingDanish Child and
Youth Network

• Dr Leslie Groves
• Social Anthropologist

2
The Workshop

• Introduction to Indicators
• How to Identify the Right indicators
• Collation and dissemination
• Theory into PracticeThematic Case Study work
• Peer Panel review
• Commitments and Close

3
1. Introduction to Indicators
4
Introduction to Indicators

• What are they?
• Why are they used?
• Who uses them?
• When are they used?
• What do they measure?

5
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

6
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.

7
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.

8
When are they used?

• Throughout project/programme/policy cycle

9
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.

10
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

11
2. How to Identify the Right indicators
12
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

13
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.

14
Today

• Qualitative Indicators that highlight changes in
  
• Awareness
• Attitudes
• Behaviours
• Practices
• Norms and Values

15
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

16
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

17
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 peoples rights
• Duty bearers are more accountable for the
  fulfilment, protection and respect of childrens
  and young peoples 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 childrens young peoples
  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 childrens 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 childrens 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 peoples lives?

18
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

19
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.)

20
4. Changes in equity and non-discrimination

• Access by marginalised groups to services
• Greater involvement by all groups in meetings,
  actions etc.
• Leadership profile

21
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

22
Example 2

• Centre for Communication Programs, Johns
  Hopkins Bloomberg School of Public Health
• Steps to Health Behaviour Change Indicators

23

• 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/service
  s
• Chooses a method or practice and begins use

24
3. Collation and dissemination
25
Collecting the right data to measure your right
indicators

• Skills in participatory research and data
  collection
• Focus Group Discussions
• Observation
• PRA
• Baseline survey
• Other? 

26
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?

27
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 peoples attitudes and behaviours.
  You may choose to focus on childrens
  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.

28
4. Theory into PracticeThematic Case Study work
29
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?

30
5. Theory into PracticePeer Panel Review
31
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.
32
6. Commitments and Close