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MID-TERMANDFINALEVALUATIONOFPLANINTERNATIONALBELGIUM’S5YEARDGDFUNDED,MULTI-COUNTRYPROGRAMME

PlanInternationalBelgium

FinalReport

March2020

EllenVERHOFSTADTKatrijnASSELBERGSørenSTECHER-RASMUSSEN

March202

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South Research CVBA - VSO Leuvensestraat 5/2 B – 3010 Kessel - Lo Belgium T + 32 (0)16 49 83 10 F + 32 (0)16 49 83 19 www.southresearch.be [email protected]

SouthResearch–Mid-termEvaluationPlanInternationalBelgium(2017-2021)

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TABLEOFCONTENTS

ExecutiveSummary vi

1 Introduction 1

2 Contextofthemid-termevaluation 22.1 Keycharacteristicsoftheprogramme 22.2 Theevaluation’sscope,aimandkeyquestions 2

3 Evaluationprocess 33.1 Approach 3

3.1.1 Ethicsandchildandyouthsafeguarding 33.1.2 Guidingprinciplesoftheevaluationteam 33.1.3 Phasesandstepsintheevaluationprocess 3

3.2 Evaluationmatricesandglobalmethodology 63.3 Limitations 9

4 MainFindingsfromthecountrystudies(executivesummaries) 114.1 Niger 11

4.1.1 Objet 114.1.2 Objectifsdel’évaluation 114.1.3 Méthodologie 114.1.4 Constatsetrecommandations 11

4.2 Benin 164.2.1 Objet 164.2.2 Objectifsdel’évaluation 164.2.3 Méthodologie 164.2.4 Constatsetrecommandations 16

4.3 Vietnam 204.3.1 Scope 204.3.2 Evaluationobjectivesandcriteria 204.3.3 Methodology 214.3.4 Findingsandrecommendations 21

4.4 Bolivia 254.4.1 Enfoque 254.4.2 Objetivosycriteriosdelaevaluación 254.4.3 Metodología 254.4.4 Constatacionesyrecomendaciones 25

4.5 Belgium 294.5.1 Périmètre 294.5.2 Objectifsetcritèresdel’évaluation 294.5.3 Méthodologie 294.5.4 Constatationsetrecommandations 30

5 GlobalAnalysisonthreetransversalthemes 345.1 Gender 34

5.1.1 Findings 345.1.2 Generalobservations 365.1.3 Conclusions 365.1.4 Recommendations 37

5.2 Advocacy/Policyinfluencing 375.2.1 Observations 385.2.2 Conclusionsandrecommendations 40

5.3 Community-basedapproach 415.3.1 Findings 415.3.2 Conclusions 435.3.3 Overallchallengesandrecommendations 44


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ANNEX1CountryreportNiger 45

ANNEX2CountryreportBenin 45

ANNEX3CountryreportVietnam 45

ANNEX4CountryreportBolivia 45

ANNEX5CountryreportBelgium 45

ANNEX6ToR 45

ANNEX7EvaluationBudget 45

ANNEX8EvaluationMatrices 45


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ABBREVIATIONS

ACNG ActeursdelaCoopérationNon-GouvernementaleAEC AlternativeEspaceCitoyenAGR ActivitéGénératricedeRevenuAJEC AssociationdesJeunesd’EpargneetdeCrédit AJE&C AssociationdesJeunesd’EpargneetdeCréditAME AssociationdesMèresd’EnfantsANTD Association Nigérienne pour le Traitement de la Délinquance et la prévention du

crimeAPE AssociationdesParentsd’ElèvesARNEC Asia-PacificRegionalNetworkonEarlyChildhoodASO-EPT CoalitiondesAssociationsetSyndicatsenfaveurdel’éducationpourtousAVEC AssociationVillageoised’EpargneetdeCréditAVE&C AssociationVillageoisesd’EpargneetdeCréditBARD BureauAgricultureandRuralDevelopment(District)BIPI BienestareIgualdaddesdelaPequeñaInfanciaBNO BelgiumNationalOrganisationBoET BureauofEducationandTraining(District)BTH BachilleratoTécnicoHumanísticoCAD Comitéd’AideauDéveloppementCBA CommunityBasedApproachCBDIBA CentreBéninoispourleDéveloppementdesInitiativesàlaBaseCBO-EPT CoalitionBéninoisedesOrganisationspourl’EducationPourTousCCA ClimateChangeAdaptationCE ConsejoEducativoCEFM Child,EarlyandForcedMarriageCESC ConsejoEducativoSocialComunitarioCCGD ConseilConsultatifGenreetDéveloppementCGDES ComitédeGestionDécentraliséedesEtablissementsScolairesCGFED ResearchCentreforGender,FamilyandEnvironmentinDevelopmentCNCD CentreNationaldeCoopérationauDéveloppementCNC-CEPOS Coordinadora Nacional Comunitaria de los Consejos Educativos de los Pueblos

OriginariosCNDH CommissionNationaledesDroitsHumainsCOMAN ConsejoMunicipaldeAlimentaciónyNutriciónCPS CentredePromotionSocialeCSC CommunityScoreCardCSC CadreStratégiqueCommunDGDE DéléguéGénéralauxDroitsdel’EnfantDGD DirectionGénéraleCoopérationauDéveloppementetAideHumanitaireDIG DialogueIntergénérationnelDPC DistrictPeopleCommitteeDRR DisasterRiskReductionECCE EarlyChildhoodCareandEducationECD EarlyChildhoodDevelopmentECE EarlyChildhoodEducationECMS ÉducationàlaCitoyennetéMondialeetSolidaireFARN Foyerd’ApprentissageetdeRéhabilitationNutritionnelleFEE-Dev Femme,EnfantsetEnvironnementPourleDéveloppementFES FederacióndeEstudiantesdeSecundaria


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FGD FocusGroupDiscussionGBV GenderBasedViolenceGE GobiernoEstudiantilGRS GlobalRoadSafetyGS GouvernementScolaireIEC Information,EducationandCommunicationIFMA InstitutdesFillesdeMarie-Auxiliatrice/SœursSalésiennesdeDonBoscoKAP Knowledge,AttitudesandPracticesL&A LobbyandAdvocacyL&L LiveandLearnMARD MinistryofAgricultureandRuralDevelopmentMCPE MécanismesCommunautairesdeProtectiondel’EnfantMoET MinistryofEducationandTrainingMOLISA MinistryofLabour,InvalidsandSocialAffairsMoU MemorandumofUnderstandingMOVO MondialeVormingM&E MonitoringandEvaluationNTP NationalTargetingProgramNTP-NRD NationalTargetProgramonNewRuralDevelopment OCDE OrganisationdeCoopérationetdeDéveloppementEconomiquesOCDE OrganisationdeCoopérationetdeDéveloppementEconomiquesODD ObjectifsdeDéveloppementDurableONG Organisationnon-gouvernementaleONG OrganizaciónnogubernamentalOS ObjectifSpécifiqueOG ObjectifGlobalPESIC ProgramadeEducaciónSecundariaInclusivadeCalidadPI PlanInternationalPIA Pland’InvestissementAnnuelPIB PlanInternationalBelgiquePIB PlanInternationalBélgicaPIU ProgrammeImplementationUnitPOA PlanOperativoAnualPSP ProyectoSocioproductivoRNB RevenuNationalBrutSEDP Socio-EconomicDevelopmentPlanSRHR SexualandReproductiveHealthandRightsS4R SchoolforRightsToC TheoryofChangeToR TermsofReferenceToT TrainingoftheTrainersUNI UnidaddeNutriciónIntegralUNICEF UnitedNationsInternationalChildren’sFundUVCW UniondesVillesetCommunesdeWallonieVBG ViolencesBaséessurleGenreVLOR VlaamseOnderwijsraadVSK VlaamseScholierenkoepelVVOB VlaamseVerenigingvoorOntwikkelingssamenwerkingenTechnischeBijstandVWU VietnamWomen’sUnionWMF WeyboreyMaFarhan


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EXECUTIVESUMMARY

ThisdocumentpresentstheevaluationfindingsofSouthResearchCVBA-VSO(SR)regardingthemid-termevaluationofPlanInternationalBelgium(PIB)’s5-year,DGD-funded,multi-countryprogramme.

Themid-termevaluationaimstoservePIB’slearningagendaontheonehand,andtomeetprinciplesregardingaccountabilityontheother.TheinterventionsinthefivecountrieswheretheprogrammeisimplementedareassessedagainstsomeoftheDACcriteria,inparticularrelevance,effectiveness,sustainabilityandgenderandenvironmentascrosscuttingthemes.Theevaluationwascarriedoutin3 major phases: 1) a preparatory phase (inception phase), 2) data collection for the five countryprogrammes (field visits), and 3) analysis and synthesis of collected data including restitutionmeetingsandaworkshopatthelevelofPIB(validationandreporting).

TheDGD-fundedmulti-countryprogrammebuildsonarights-basedapproachandassuch,itsoveralloutcomeisalignedwithPIB’soverallmissionandvision:toadvancechildren’srightsandequalityforgirls.Theprogrammefocusesontwotothreespecificthemesrelevantwithintherespectivenationalcontextofthefivecountriesinwhichitisimplemented(Belgium,Benin,Bolivia,NigerandVietnam):

1. Earlychildhooddevelopment(Bolivia,NigerandVietnam)2. Childprotection(BeninandNiger)3. Inclusivequalityeducation(Benin,Bolivia,Niger)4. Disasterriskreductionandclimatechangeadaptationthrougheducation(Vietnam)5. Advocacyfortheincreasedinclusionofchildrenandyoungpeople’s,andspecificallygirls’,

rightsineducationanddevelopmentcooperationpolitics(Belgium)

For each of the countries involved in the programme, an evaluation matrix has been elaboratedpresentingtheevaluationquestions,thejudgmentcriteriaandmethodsthatcanbeusedtoanswerthe different evaluation questions. Based on this, the evaluation team further developed datacollectiontools,presentedforvalidationtoPlanInternationalBelgiumandthecountryoffices.

Forallfiveprogrammesanexecutivesummaryisprovidedinthemainbodyofthisreport.Allfivefullcountry reports are provided in Annex. To get a quick overview of the main findings andrecommendationspercountryprogramme,weinviteyoutoreadchapter4.

Besides theevaluationquestions for the fivedifferentcountryprogrammesasprovided in theToRandelaboratedintheevaluationmatrices,animportantoutcomeofthediscussionsheldduringtheinceptionphasewasthe identificationofthreeadditionaltransversalquestionstoprovidePIBwithsomeglobal lessonslearned.Thesequestionshavebeentakenintoaccountduringeachofthefiveevaluationvisits,inadditiontothequestionspresentedintheToR.

1. Gender transformative–Howgender transformativeare theapproachesandwhicheffectsdotheyhavesofarongenderdynamics?

2. In the different interventions Plan attempts to work through participative approaches(community based approaches) – how does this contribute to increased sustainability andqualityservicedelivery?

3. InlinewiththeGlobaltheoryofchange,Planwantstoincreasetheirfutureadvocacyefforts–whichlessonscanwelearnfromongoinginterventions?Arewetargetingtherightactors,withtherightmessages?(appropriatepowermapping,strategies?)

Theglobalanalysisandfindingsforthesequestionsarepresentedinchapter5ofthisreport.Belowwepresentthemainfindingsandrecommendations.


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Althoughthegender-transformativeapproachhasbeendevelopedatthelevelofPlanInternationalonlyafter the five-yearDGD-programmewasdraftedand in its first stagesof implementation, thefindings from themid-term evaluation suggest that, overall, the programme does contribute to atransformation of unequal gender relations in a number of ways. Themost important results arerelatedtothestrengtheningofgirls’agency,positionandconditions.Theinclusionandparticipationofboysandmen,ontheotherhand,remainsachallengeinallcountryprogrammes.Withregardtofutureprogrammes,itisthereforesuggestedthatparticularattentionshouldbepaidtotheinclusionofboys,youngmenandmeninthegender-transformativeapproach.

Theapproach,asdevelopedbyPlanInternational,hastobecomethemainreferenceframeworkTheapproach,asdevelopedbyPlan International,has tobecomethemainreference frameworkwhendraftingprogrammes,establishingpartnershipsandidentifyinginterventions.Atthesametime,itisimportanttoalwayskeepinmindthattransforminggendernormstakesalotoftimeandthatworkneedstobecarriedoutinclosecooperationandconstantdialoguewithallkeystakeholderssoastoensure that the “do-no-harm” principle is respected. Any programme or intervention should beprecededby a thorough situational and contextual analysis focusingongender, inclusionandage.Programmes shouldbe followed-upvia indicatorsmeasuring (bothpositiveandnegative) changes.Asempowermentisaholisticprocess,attentionneedstobepaidtothepersonalaspects,thesocialcontext,thedevelopmentofknowledgeandofeconomicresources.

For influencing,thefindingsofthemid-termevaluationrevealedthatparticularattentionneedstobepaidtohowlocallevelscanbeheldaccountable.Locallegitimateactorsshould(bestrengthenedandsupportedto)investinpolicyinfluencingandmonitoringthroughmechanismsatmunicipallevel.In contexts where suchmechanisms already exist (f.ex. in Bolivia, where local actorsmay have acertaininfluenceoneducationthroughthemunicipallevel),thecreationofnewplatformsorarenasfor consultation and cooperation running alongside existing ones should be avoided. If thosemechanismsdonot(yet)existordonotfunctionadequately,aimingatcreatingorimprovingthemcanbepartof futureprogrammestrategies for influencing.Aimingat influencingthroughthe localrepresentativeactors isa logical step incommunity-basedapproaches reinforcing local communityandmunicipality actors. This kind of capacity strengthening can be done by local partners and/orPlan International country offices. However, influencing at the local levelmay not be sufficient toachievethestructuralchangesdesired ifpoliciesremainabsentortheir implmentationdeficientatintermediate or national levels. This is why programmes should aim at contributing to coherentpolicyandimplementationatallrelevantlevels.ItisPIanInternational’sanditspartners’andallies’responsibility to analyse the overall policy situation, identify the specific levels and areas wherepolicyand/orits implementationaredeficient,andwhereinfluencingisneeded.PlanInternational,inBelgiumandatcountryofficelevel,shouldalwayskeepthebroaderstakeholderanalysisinmindanddefinetheirspecificrole(s)incollaborationwithlegitimatelocalactors,suchastheirpartners.Insomecases,itwillbemorestrategicforcountryofficestodoinfluencingalone,inothercasestheyshould do influencing in alliances with representative civil society organisations (or socialmovements), and in yet other cases the role of the country offices can be merely focussed onstrengtheningpolicyinfluencingcapacitiesofrepresentativecivilsocietyorganisations,suchastheirpartners.

Community-basedapproachesincreasequalityandsustainabilityofprogrammeresultsbecausetheapproach isassociatedwithdirectcontactandcooperationwiththedirectbeneficiaries.Resultsofthe field visits indicate that beneficiaries’ needs call for a holistic approach that also considereconomicempowermentstrategies.Theapproachalsoincludesbeingpresent“inthecommunities”or “on site”. This sometimes results in having cooperation with local authorities; as such thecommunity-based approach strengthens local governments and enhances the link betweencommunitymembersandtheir localgovernments. Ifdirectcooperationwith localauthoritiesdoesnotfalldirectlywithinthescopeoftheprogram,thepresenceoftheprogrammeanditsactorsonsite brings certain topics to the attentionof local governments and candemonstrate (locally) thatpositive changes can be achieved through specific activities. In this way, by seeing the positive


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results,localgovernmentscanbeconvincedtoprioritizethesethemesthemselvesandprovidepartof their local budget for this. From the evaluation findings in the five countries, we note that acommunity-based approach alsoworkswell because, ideally, it involves a diversity of local actors.However, a number of important challenges were identified during the evaluation visits and thefeedbackworkshopinBelgium:i)Empowermentmustbeconsideredfromaholisticpointofview.Ineachcontext itshouldbeanalysedandspecifiedwhatempowermentmeansandwhatthespecificchangesarethattheprogrammeisaimingfor.Theevaluationfindingsshowthatbasedonthelocalneeds, the economic aspect of empowerment is one of the biggest concerns and hopes of thewomen and men involved, both youth and adult populations. Besides the economic aspect ofempowerment, the ability to speak-up, be heard and be recognized (by local governments forexample), are also important aspects of empowerment. These virtues will also become (more)important in future commitments related to influencing at the local levels. ii) A community-basedapproach calls for up-to-date knowledge of the different actors, formal and informal community-basedorganisations, localgovernmentsandotherNGOsworking in thesamearea.Furthermore,agood understanding of the local processes and power relations is needed to consider optimalstrategiesandpotentialsforcooperationbetweenthedifferentactors.


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1 INTRODUCTION

ThisdocumentpresentstheevaluationfindingsofSouthResearchCVBA-VSO(SR)regardingthemid-termevaluationofPlanInternationalBelgium’s5-year,DGD-funded,multi-countryprogramme.

The structure of the report is as follows: in chapter 2, the context of the evaluation and theevaluationobjectivesarepresented;chapter3presentstheevaluationprocess,includingthegeneralapproach andmethodology; chapter 4 dealswith the key findings and recommendationswehaveidentified during each of the five country studies; chapter 5 includes our global analysis on threetransversal themes; chapter 6 contains the overall conclusions. The five country reports, ToR,evaluationbudgetandallevaluationmatricesareincludedinannex(separatefiles).

Disclaimer: The views expressed here are those of the authors and do not necessarily reflect those of PlanInternational. All remaining errors and opinions expressed in this report are the sole responsibility of theauthors.


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2 CONTEXTOFTHEMID-TERMEVALUATION

2.1 Keycharacteristicsoftheprogramme

Theprogrammebuildsona rights-basedapproachandassuch, itsoveralloutcome isalignedwithPIB’soverallmissionandvision:toadvancechildren’srightsandequalityforgirls.Ineachofthefivecountries inwhich it is implemented (Belgium,Benin,Bolivia,NigerandVietnam), theprogrammefocuses on two to three specific themes, identified as relevant within the respective nationalcontexts:

Earlychildhooddevelopment(Bolivia,NigerandVietnam) Childprotection(BeninandNiger) Inclusivequalityeducation(Benin,Bolivia,Niger) Disasterriskreductionandclimatechangeadaptationthrougheducation(Vietnam) Advocacyfortheincreasedinclusionofchildrenandyoungpeople’s,andspecificallygirls’,rightsineducationanddevelopmentcooperationpolitics(Belgium)

In each of these contexts, PIB, the Plan country offices and their partners work with children,parents, communities, civil society and authorities and translate the rights-based approach ininterventions centred on capacity-building, empowerment (access to information and education,awarenessandclaimingofrights,accesstoqualityservices,…)andadvocacy.

2.2 Theevaluation’sscope,aimandkeyquestions

Themid-termevaluationaimstoservePIB’slearningagendaontheonehand,andtomeetprinciplesregardingaccountabilityontheother.TheinterventionsinthefivecountrieswheretheprogrammeisimplementedareassessedagainstsomeoftheDACcriteria, inparticularrelevance,effectivenessand the first steps towards sustainability. Gender and environment are crosscutting themesthroughout the programme, and therefore have been taken into account as such throughout thisevaluation.

Theevaluationasaprocesshasprovided learningopportunities for theprogrammemanagers, theprogrammedevelopmentteam,theM&Edepartment,managementandboardofdirectors,whowillallusethelessonslearned,thestrongandweakpointsidentified,toadaptandimproveapproachesandstrategies.Theotherusersoftheevaluation,asspecifiedintheToR,areDGDandPIB’spartnersandbeneficiaries,mostlybutnotsolelyfromanaccountabilityperspective.

The ToR introduced a limited number of evaluative questions per country for the mid-termevaluation;theevaluationquestionsforthefinalevaluationwillbedevelopedatalaterstage.Duringtheinceptionphase,theevaluationteamhasexpandedonthemid-termevaluationquestionsintheevaluationmatricesthatservedasabasisforevaluationactivitiesandanalysis(seefurther).


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3 EVALUATIONPROCESS

3.1 Approach

3.1.1 Ethicsandchildandyouthsafeguarding

SRfullyconcurswiththeimportancePIBattachestoethicalandsafeguardingconcernsthatneedtoaccompanythisevaluation.Thisissuehasbeendiscussedduringtheinceptionphasetoensurethatallworkwasdonetoguaranteechildren’ssafeguarding.DuringtheevaluationactivitiesallevaluatorsactedaccordingtotheethicalMERLFrameworkandPlan’sChildandYouthSafeguardingpolicy.

AsperPIB’sregulations,consentformshavebeenintroducedandcompletedpriortoeachinterview,bypartnersorPlanInternationalcountryofficeprogrammestaff.

3.1.2 Guidingprinciplesoftheevaluationteam

BuildingontheexperiencesandthevaluesofSouthResearchasaconsultancyteam,thefollowingprinciplesguidedtheworkforthisevaluation:

A focus on empowerment, that seeks the active engagement of all stakeholders, mostnotablythebeneficiaries,inthepresentevaluationprocess;

Aparticipatoryapproach,keepinginmindtheownershipandtheusefulnessoftheresults.TheconsultantshaveworkedinclosecollaborationwithPIBandthePlanCountryOfficesinthe different partner countries throughout the evaluation process (preparation, datacollection, reflection on findings…). In the sameway, all stakeholders have been activelyinvolved, with particular attention being paid to the inclusion of children and youth, tovalorisetheirexperiencesandideas;

Respect for the identity and valorisation of the knowledge and experiences of allstakeholders. The evaluation includes a wide range of stakeholders (children and youth,mothers and fathers, staff at the Country Offices (COs), partners, civil society actors, theauthorities…)andtouchesonsomechallengingsubjects.Theevaluationteamensuredthatboththemethods,aswellastheimplementationoftheevaluationwereadaptedsothatitallowed participants to freely share their thoughts, and that the input of all stakeholderscouldbeheardandvalued.

Afocuson‘learning’toenhancethesustainabilityoftheprogrammeanditsoutcomes.TheevaluationquestionshavebeendevelopeduponconsultationwithPIBsoastoensurethattheevaluationmeetsPIB’slearningneeds.Likewise,bothinthecountrieswherefieldvisitstook place and in Brussels, restitutions were organised so that PIB and the respectiveCountry Office had the opportunity to reflect on the findings with the evaluation team,ensuring(more)ownershipoftheevaluationfindings.

Aflexibleapproach,adaptedtothevariouscontextsandvoicesincludedinthisevaluation,aswell as flexibilitywithin the consultancy team to be open to new questions thatwereraisedduringtheevaluationprocess.

3.1.3 Phasesandstepsintheevaluationprocess

Theevaluationwascarriedoutin3majorphases:1)apreparatoryphase(inceptionphase),2)datacollection for the five country programmes (field visits), and 3) analysis and synthesis of collecteddataincludingrestitutionmeetingsandaworkshopatthelevelofPIB(validationandreporting).


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Inceptionphase

In the inception phase, the evaluation team and the evaluation manager together with PIB staff(programme managers and thematic experts) worked together to further develop a thoroughunderstanding of the evaluation scope, rationale and purpose. Based on this, South Researchdevelopedthe inceptionnoteincludingevaluationcriteriaandevaluationquestionsforeachofthefivecountryprogrammes.

As such, the inception report is the result of an inception phase that consisted of several steps,duringwhichexpectationswithregardtothefieldwork intherespectivecountrieswithrespecttothe indicators, available M&E data, transversal evaluation questions and the evaluation matrix(includingevaluationtools)werediscussed.

- Aninceptionmeeting(17/07/2019)- DiscussionswithPIBcountrycoordinator/programmemanager

Belgium&Bolivia 17/07Benin 24/07Niger 24/07Vietnam 08/08

- MeetingwiththeChildProtectiontechnicaladvisor- MeetingwiththeEducationtechnicaladvisor- MeetingwithM&EAdvisor- SkypemeetingswithCOs

Benin 31/07Bolivia 25/07Niger 08/08Vietnam 14/08

An importantoutcomeof thediscussionsheldduringthe inceptionphasewasthe identificationofthree additional transversal questions that could inform PIB to have some global lessons learned,based on the evaluation findings of the five different country programs. The three transversalquestions arepresentedbelow. Thesequestionshavebeen taken into accountduring eachof thefive evaluation visits, in addition to the questions presented in the ToR. The global analysis andfindingsforthesequestionsarepresentedinchapter5ofthisreport.



6. InlinewiththeGlobaltheoryofchange,Planwantstoincreasetheirfutureadvocacyefforts–whichlessonscanwelearnfromongoinginterventions?Arewetargetingtherightactors,withtherightmessages?(appropriatepowermapping,strategies?)

Fieldvisits

For the field visits, the consultants of South Research teamed up with experienced nationalconsultants that have a track-record in evaluations and thematic experiences related to theprogrammeobjectives.Consideringthe limitedtimeavailable fordatacollectionat field level, fieldvisitswere carefully prepared in close consultationwith the national consultants, staff of PIB andcountry offices and partners in target countries. After thorough preparation, based on the


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documentary analysis of the programmes in the five different countries, and remote consultationwiththenationalconsultants,theconsultantsundertookfieldvisitsinthefivecountries.Thesimilarapproachforeachofthefivecountryprogrammesconsistedof:

- Abriefingmeetingwithstafffromthecountryofficesandthepartners.Thismeeting,amongothers, recalls the evaluation objectives and approach, reconfirms/discusses the keyprioritieswithregardtothefieldvisit,andofferstheopportunitytopresentanddiscusstheactivitiesofthevisit,therebysortingoutthelastpracticaldetails;

- Aworkshop/focusgroupdiscussionswithstafffromthecountryofficesandthepartners;- Semi-structuredinterviewswithstaffmembers,partners,otherrelevantstakeholders;- Semi-structuredinterviewsandfocusgroupdiscussionswithprogrammeparticipants;- Arestitutionattheendofeachfieldvisit(debriefing)topresenttheresultsandtoreflecton

thesecollectively(triangulation).Themeetingattendedbyprogrammestaffandthepartnersfocusedonkey findings, lessons learnedandpriorities for the future.Themeeting tried toavoid“abusinessasusualapproach”andendeavouredtodevelopanapproachthattriggerstheparticipantsandengagestheminopen,in-depthdiscussions.

Thetablebelowprovidesonoverviewofthefieldvisitsexecuted,programmetitles,timeperiodoffieldvisitandtheconsultancyteam

Country ProgrammeTitle TimingofFieldVisit ConsultancyteamBelgium Un monde juste qui fait progresser les

droits des enfants et l’égalité pour lesfilles

Sept–Nov2019(5days)

- SørenStecher-Rasmussen- NeleWillems

Bolivia Trabajamos por un mundo justo quepromueva los derechos de la niñez y laigualdaddelasniñas

16/09-27/09(2019)(10days)

- SørenStecher-Rasmussen- LopoGutiérrezLéon

Benin Impact-Elle 14/10-21/10(2019)(7days)

- KatrijnAsselberg- LisetteCaubergs- MarcelinNonfon

Niger WeyboreyMaFarhan 22/10-30/10(2019)(7days)

- KatrijnAsselberg- LisetteCaubergs- AishaMounkaila

Vietnam Westrive fora justworld thatadvanceschildren'srightsandequalityforgirls

30/09-12/10(2019)(10days)

- EllenVerhofstadt- HanhTranthi

Reporting

Based on the findings from the evaluation activities, the feedback received during the restitutionmeetingsandtheoverallanalysisofthe(qualitative)data,fivecountryreportshavebeenelaboratedandsharedwithPIBandthecountryofficesforfeedback.Thecountryreportsarepresentedinannex1to5.Chapter4includesthe5executivesummariesofthecountryreportspresentingmainfindingsandrecommendationsforeachofthecountryprogrammesina2-3pagerformat.

Besides the feedback meetings organised at the end of the evaluation visit in each of the fivecountries in which a programme is implemented, the evaluation team organized a restitutionworkshopforPIBstafftopresenttheirfindings,lessonslearned,andrecommendations.

AnadditionalworkshopwithPIBstaffwasorganizedtodiscusstheevaluationfindingsrelatedtothethree transversal questions and to develop recommendations and potential strategies for PIB’sfutureprogramming.

Aside from the meetings, this phase consisted mainly of drafting a high-quality report along thespecificationsasdiscussedwithPIBstaff.ThedraftreportwasdiscussedwithPIB.Onthebasisofthefeedbackreceived,thisfinalreporthasbeenworkedout.


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3.2 Evaluationmatricesandglobalmethodology

Foreachof thecountries involved in theprogramme,anevaluationmatrix isprovided inannex8.Theseframeworkspresenttheevaluationquestions,thejudgmentcriteriaandmethodsthatcanbeused to answer the different evaluation questions. Based on this, the evaluation team furtherdevelopeddata collection tools, presented for validation toPIB and the countryoffices. The teamtook care to ensure that the tools are adapted to the specific characteristics of the respectivestakeholders and their role in the programme. In addition, starting from the moment uponcompletion of the first field visit, the South Research consultants exchanged amongst each otherabouttheirexperiencesonthemethodsused.

As introduced above, three transversal evaluation questions are additionally taken into accountduringthismid-termevaluation.



3. InlinewiththeGlobaltheoryofchangePlanwantstoincreasetheirfutureadvocacyefforts–which lessons canwe learn fromongoing interventions?Arewe targeting the right actors,withtherightmessages?(appropriatepowermapping,strategies?)

Thefollowingfigureillustratesthemainevaluationmethods,andvisualiseshowfindingshavebeentriangulated.

Figure1Mainevaluationmethodsandtriangulation

Theoryofchange

ð Envisagedchangesð Actorsð Hypothesesð Contextð Criticalreflection

Participatoryassessments

ð Appreciationð Changes

observedð Critical

assessment

Doc.analysis&monitoringandevaluationdata

ð Stepstowardtheachievementofobjectives

ð Resultsobtainedð Indicatorsð Verificationhypothesis

Focusgroupdiscussions/interviews

ð Appreciationð Pointsofviewð Changesobservedð Criticalreflection

Evaluationquestions:- Relevance- Effectiveness- Efficiency- Sustainability- Gender/environment


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Structureddocumentaryanalysis

Using the evaluation matrix as the reading grid, key documentation related to programmeimplementation was reviewed. The reading grid ensures that all evaluators analyse the availabledocumentationinacoherentway.

Datacollectionduringthefieldvisit

The following methods were used for data collection during the field visits in the five differentcountries.

1. WorkshopToCwithprogrammeandpartnerstaff

Atthestartof thefieldvisit,areflectionontheprogramme’sToCatmid-termwithactorsactivelyinvolved in its implementation was scheduled to allow in-depth reflection on the relevance andeffectivenessoftheapproachesdevelopedandstrategiesused.

InVietnam,astakeholdermappingprovidedinitialinformationonstakeholders’levelofcooperationand an appreciation of the programme approach, via the AII-matrix1. In Niger and Benin, theparticipantsbuilton thenewToCofPlan International to reflectonandadapt theexistingToC. InBolivia,ithasnotbeenpossibletodoaToCworkshop.

2. Focusgroupdiscussionswithteachers,communityvolunteers,mothersandfathers

Focus group discussions not only allowed to engage with a larger number of people, but alsoenhancedinteractionsenrichingthediscussionsandreflections.Foreachoftherelevantstakeholdergroups,theevaluatorscouldrelyonaframeworkwithmainthemes,topicsandguidingquestions.Atthe same time the national evaluators actively stimulated discussions and encouraged the activeparticipationofallthosepresent.

Box1OverviewofFGD’swithprogrammeparticipantsandstakeholdersCountry Stakeholders #Vietnam Parenting groups, community volunteers/collaborators, preschool teachers, primary &

secondaryschoolteachers(trainedonDRR/CCA)15

Benin Mothers and fathers of children with a disability, members of community-based childprotection committees, participants (women, men) in the intergenerational dialogues,membersofparents’associationsandmothers’associations,religiousleaders

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Niger Mothersand fathersofgirls inqualifying training,membersofcommunity-basedchildrenprotectioncommittees(M/F),religiousandcommunityleaders

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Bolivia Mothersandfathers,representativesofcommunitysocialeducationcouncils 490

3. Focusgroupdiscussionswithchildren

The subjects to be discussed aswell as the specificmethods used to enhance the discussionwithchildrenhavebeenadjustedtotheageoftheparticipants.

Sometoolsusedtoenhancethediscussionandanalysisamongchildrenandyouthinclude:

Picturetalk(Vietnam,Niger,Bénin)InVietnam,bymakinguseofthedrawingoftheschool’sDRR-plan,madebythechildrenortogetherwiththechildren,childrenwereencouragedtoreflectonchangestheyhaveobservedorexperienced.

1Matrixforvisualizationoflevelofalignment,interestandinfluenceofdirectandindirectstakeholdersassociatedtotheprogrammeanditsobjectives


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InNigerandBénin,picturetalkwasusedtodiscussthetransformationofgendernorms:theconsultantsshowedpicturesofmenactivelyengagedincookingor inchildcare,ofyoungwomenplayingfootball,etc. Story-telling(Vietnam)Thisapproachinvitedchildrentosharetheirstoryonthechangestheyhaveobservedorexperiencedthroughtheprogramme,allowingtodiscoverthesignificantchanges Schoolwalk(Vietnam)Thisapproachusedtheschool’sDRR-planandinvitedchildrentoshowthechangestheyhaveobservedorexperiencedintheirschoolsthroughimproveddisasterriskreductionstrategiesand/orclimatechangeadaptationstrategies.Thechildrenledtheconsultantsonavisitthroughtheirschoolarea.

Box2OverviewofFGDwithchildrenCountry Stakeholders #Vietnam Studentssecondarygrade,studentsprimarygrade

Schoolwalk(withthesamegroupofstudentsparticipatingintheFGD)33

Benin SchoolgovernmentsCreditandsavinggroupsGirls’footballteamGirlsandboystakingpartintheintergenerationaldialogue

4212

Niger GirlstakingpartinskillstrainingBoysfromtheclubsoffuturehusbands

129

Bolivia Membersofstudentfederation(secondarygrade),studentsSchoolvisits(withthesamegroupofstudentsparticipatingintheFGD)

7346

4. Semi-structured interviews with programme staff, partner organisations, civil society,authorities,…

Semi-structured interviews allowed exploring a number of key issuesmore in-depth with specificstakeholders.An interviewguidewasdraftedbasedon theevaluationmatrixandadapted toeachgroupofstakeholders.Inaddition,duringinterviews,theresultsfromthepreviousdiscussionsduringtheFGDwithparents,children…wereusedtostimulatereactionandreflectiononthesefindings.

Box3Overviewofsemi-structuredinterviewsCountry Stakeholders #Vietnam Programme staff, partner staff, other NGOs, representatives of VWU at district and

communelevel,representativesofBoETandBARD,DistrictSteeringCommittees17

Benin Programme staff, partner staff, representatives of CPS, representatives of regionaleducational authorities, customary leader, a disabled child and his mother, teacherssupportingtheschoolgovernments,schoolheads

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Niger Programmestaff,partnerstaff,teachers,schoolheads 20Belgium Programmestaff,partnerstaff,otherNGOs,researchexperts,politicians,schoolhead 17Bolivia Programmestaff,partner staff,otherNGOsandkeyactors, localauthorities, schoolhead

andteachers,communitysocialeducationcommittees12

90

Dataanalysis

The evaluators took extensive notes during interviews and focus group discussions. Mainly twomethodswereusedfordataanalysis:

- ConstantcomparisonAsaformofprimarydataanalysis,evaluatorsresortedto‘constantcomparison’toidentifythe themes that came to the surface during the evaluation process and with regard tospecificsubjects.Thisprocessconsistedofthefollowingsteps:

o Opencoding,oridentifyingcodesandcodinginpassageo Comparingcodesandpassagestopreviouslycodedsectionstolookforconsistencies

anddifferences


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o Identifyingcategoriesbyexaminingpatternsbetweencodeso Anumberofcategoriesbecomingthecentralfocus

This approach allowed for a comparison between different actors (their views,experiences…),betweenactions,etc.

- DiscourseanalysisThismethod,which involves taking a closer look at the different contributions and use oflanguage,patternsinanswers,andwaysandpatternsofinteraction,wasparticularlyusefultofurtheranalysefocusgroupdiscussions.

As illustrated in figure 1, the findings from the analyses are triangulated with the availabledocumentation and the data available through PIB’s monitoring and evaluation system, thediscussionswithstaffandpartnersandwiththeresultsofthequantitativeapproaches(updatedlog-frameindicatorswhereconsideredrelevant).

Sensemakingandreporting

Forsensemakingandvalidationof the findings, theevaluation teamorganised twoworkshops forPIB staff to discuss on amore overarching level andworkwith the results of the data analysis toidentify shared (or diverging) results and common trends to serve PIB’s learning agenda. The firstworkshop focused on the findings of the five different country programmes, while the followingworkshop focused on the transversal questions and strategies to be integrated into futureprogramming.

3.3 Limitations

Themainlimitationforthismid-termevaluationwasthelimitedtimeavailableforthefieldvisits.Forexample,aspresentedinthefieldvisitagendasincludedincountryreportsinannex,theconsultantswereonlyabletospend2.5daysineachofthetwotargetedprovincesinVietnam,4daysineachofthetargetedregionsinNiger,and2to4,5daysinBenin2.Thisimplieslimitedtimeforexchangeswiththedirectandindirectbeneficiariesoftheprogrammeswhichdoesnotmatchorisverydifficulttoreconcilewithaparticipativeapproach.Thisresultedinthefactthatonlyalimitednumberofvillagescould be visited, and a limited number of interviews or focus group discussionswith children andyouth,mothersandfathers,localauthoritiesandothertargetgroupscouldbeconducted.Also,thetimeavailableforeachgroupdiscussionandeachinterviewwasrestricted.TheevaluationteamtriedtominimizetheeffectofthisonthevalidityofthedatabytriangulatingthefindingsanddiscussingtheresultswithstaffmembersofPlanInternationalanditspartners inthecountriesconcerned,aswellaswiththestaffmembersinBelgium.Themostevidenteffectofthelimitedtimethatcouldbegiven to the various country visits, is the rather limited depth of the analyses. The evaluationquestions often require nuanced answers about local and context-specific processes. Therefore,considering this context, the points raised by the evaluation team should be considered asindications of potential good practices, problems, etc. In the following phases, it is within theresponsibility of the programme coordinators and other staff members concerned to investigatethesepointsmoreindepth.

ForsecurityreasonsinNiger,theevaluationactivitieshadtobelimitedtothevillagesclosesttothetownofTillabériintheTillabériregion.

Theexpectationswithregardtothescopeandapproachofthemid-termevaluationweredifferentbetweenPIBstaffmembersbutalsoat the levelof thedifferentcountryoffices.Thereareseveralreasonsthathelpexplainthis:

22inAtacora,4.5inAtlantiqueandLittoral.


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- The DGD programme consists of 5 different country programmes that do not have anoverarchingToC,thisresultedin5differentsetsofevaluationquestions(andoverallscope)forthefivecountriesinvolvedintheDGD-programme;

- Themid-term evaluationwas coordinated by one person, theM&E responsible in the PIBoffice, who left the organization during the execution of the mid-term evaluation’s fieldvisits.

- Atthestartoftheevaluation,therewasalackofclarityabouttheavailabilityofmonitoringdata. Thiswas solvedduring the inceptionphaseby theevaluationmanagerbyasking thecountry offices for all the details and updated versions of the available monitoring data.During the inceptionphase, itwasmadeclearwhatdatawereavailableand itwasagreedthatthedatathatwerenotyetavailablewouldbecollectedbylocalbureausastherewerenot enough resources, in terms of human capital, time and staff members available, tocollectthesedatabythelocalcountryofficesthemselves.Asaresultsomemonitoringdatawerenotavailableat themoment themid-termevaluationactivitieswereexecuted in thedifferent countries. This made it difficult to explain some of the ‘surprising or not-straightforward-monitoring results. Ideally theevaluation teamcandiscuss theseduringafieldvisitand/orcollect(differentkindof)datatoconfirm,toobjectand,particularly,totrytofindouthowandwhytheseresultshappenedgiventhecontext.

Theevaluation teammitigated this challengeasmuchaspossibleby investing in severalmeetingsand discussions with programme staff from the office in Belgium, as well as from the differentcountry offices to delineate the scope of the evaluation and overall approaches focusing onqualitative data collection methods. All evaluation questions, judgment criteria, approaches andevaluation instruments, elaborated for each of the countries specifically, were shared in country-specific inception notes. Also, for each of the country programmes, the evaluation activitieswerepreceded by a meeting/workshop where methods, approaches and tools were discussed and, ifconsidered necessary, adapted. Although this required a great deal of preparatory work for theevaluationteam,itledtothefactthatatthestartoftheevaluationactivitiesallstaffmembershadallthenecessaryinformationaboutevaluationscopeandhowtheevaluationwouldbecarriedout.


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4 MAIN FINDINGS FROM THE COUNTRY STUDIES (EXECUTIVESUMMARIES)

4.1 Niger

4.1.1 Objet

Evaluationàmi-parcoursduprogrammeWeyboreyMaFarhanauNiger,undes5programmesmisenœuvredanslecadreduprogrammequinquennaldePIBelgique.

4.1.2 Objectifsdel’évaluation

L’évaluation à mi-parcours est censée alimenter les processus d’apprentissage et assurer laredevabilité de PI Belgique. Elle s’appuie plus particulièrement sur deux critères du CAD-OECD,l’efficacitéetladurabilité,ainsiquesurlesthématiques‘genre’et‘gestionderisques’.Pourchaquecritèreetthématique,uneouplusieursquestionsd’évaluationspécifiqueontguidél’évaluation.

4.1.3 Méthodologie

Etudedocumentaireetvisitedeterrain(Niamey,DossoetTillabéri)

- Entretienssemi-structurésavecl’équipeenchargeduprogrammedePINiger- Entretienssemi-structurésaveclespartenaires- Discussions de groupe avec: filles bénéficiaires, mères et pères des filles bénéficiaires,

membres des clubs de futurs maris, membres des CVPE (hommes et femmes), leaderscommunautairesetreligieux

- Entretiensindividuels/degroupeavec:enseignants,directeurd’école,maire/élus

4.1.4 Constatsetrecommandations

Dansquellemesureest-ilefficacedetravailleravec5partenaires?

Lepartenariatdéveloppé,etplusspécifiquementlaconstellationspécifiquedespartenairesdansceprogramme,estefficace.Undesaspectsplus importantsdanscecadreest ‘l’identité’oudomained’expertise de chacune de ces organisations qui est mis en valeur dans le programme par le faitqu’aucuneorganisationpartenairenetravaillesurdesactivitéstoutàfaitnouvellespourelle.Ainsi,leprogrammepeuts’appuyersurl’expertisedespartenairesdanslesdomainesdeplaidoyer,budgetparticipatif,éducation,renforcementetprotectiondesjeunesetsanté.Tantlavaleurajoutéequelacomplémentaritéentrelespartenairessontdesfacteursimportantsdansunemiseenœuvreefficaceduprogramme.

Recommandations

Programmeactuel

- La réalisation des missions conjointes régulières, l’échange des expériences et lerenforcementmutuelsontdesélémentsclésquipermettentderenforcerlasynergie.Cettebonnepratiqueestdèslorsàcontinuer.

Prochainprogramme

- Sidansunfuturprogrammeilestdécidédemaintenir lesmêmesdomainesdetravail,unerecommandationstratégiqueestdecontinueretdedévelopperdavantagecepartenariat(PINigeretles5partenaires).


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Dans quelle mesure les activités de lobbying et de plaidoyer sont-elles efficaces? Lesgroupes lespluspertinentssont-ilsciblés?Lesmessages,sont-ilsbienadaptés?Quellesautres stratégies pourraient être utilisées? Quelles sont les leçons apprises des troisoutcomespourrenforcerlesinitiativesdeplaidoyer?

Les organisations partenaires s’appuient sur une analyse pertinente et complète des partiesprenanteset adaptent leurs stratégies selon lesbesoins et responsabilités identifiés auxdifférentsniveaux(communautaire,communal,national,international);lesorganisationsarriventàmettredesthèmessur l’agenda(mariagede l’enfant, l’éducation, lesCFM);desdocumentsmontrentquetantlesdroitsde l’enfantquedesaspects liés à l’éducationont fait l’objetdesdiscussionspolitiquesàdifférents niveaux. De la même façon, le travail de plaidoyer a contribué aux changements depolitiques, notamment au niveau communal. Les points d’attention sont la confiance et laredevabilitéentrecommunautésetcommunes.

Recommandations

Programmeactuel

- Continuer, et dans la mesure du possible intensifier, le travail avec les leaderscommunautairesetautresacteursclésàlabaseafindelessensibiliseràleursdroitsetauxdevoirsdesautoritéscommunales.Cetravaildoitallerdepairavecuntravailauniveaudesautoritéscommunalessurleurredevabilité.

Prochainprogramme

- La voix des jeunes, notamment des jeunes filles, pourrait être plus présente. La vidéoparticipative,à l’instarde lavidéo réaliséepardes fillesàDosso,estunoutil intéressantàexploiterdavantage.

Quellessontlesinteractionsentrelamiseenœuvreetleseffetsdel’OS2(protection)surl’OS3(éducation)?

Le travail réalisépar lesCVPE (lutter contre lemariaged’enfants,œuvrerpour la scolarisationdesenfants,notammentlesfilles,etplusgénéralementd’assurerlebien-êtredesenfantsetdesjeunesau niveau du village) est clé. Ces structures communautaires ont engendré des avancéesimportantes, notamment dans l’identification en temps opportun des tentatives de mariaged’enfant.Undéfiestladurabilité(financière)decesstructures.

Recommandations

Programmeactuel

- Organiserunplaidoyerauprèsdescommunesafind’inscriredesfraisdefonctionnementdesCVPEdanslesPDC/PIA.

Prochainprogramme

- Etendreleprogrammeversd’autresvillagesquinesontpasencoretouchésparletravaildesensibilisationsurl’éducationdesfillesetlemariaged’enfant.DanslesvillagesoùPIestactifdanslecadreduprogrammeactuel,ilconvientdecontinuerletravailsurlemariaged’enfantetd’assurerunsuivisurl’éducation.

Quelleestl’influenceduprogrammesuruneaméliorationdelaperceptiondel’éducationcommefacteurd’ascensionsocialepourlesfillesetlesgarçonsdanslazonecible?

Dansleséchangesdesévaluatricesaveclestenantsdedroitsetleursparents,leconstatprincipalestqu’unelecturedel’éducationcommeunepertedetempsetdemoyensn’estpresquepasfaite,cequicontrasteavec lesexpériencesdespartenaires.Lesfillesetgarçonsregrettaienttousdenepas


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avoir pu poursuivre leurs études, et ce même sentiment régnait auprès de leurs parents. Il estdifficiled’attribuercetteobservationauxeffortsfaitspar leprogramme,notammentsur leplandesensibilisation sur l’éducation,mais il est raisonnabledeprésumerque la longueprésencedePlandanslazoneportesesfruitsdanscecontexte.

Recommandations

Programmeactuel

- Continuer, et dans la mesure du possible intensifier, le travail avec les leaderscommunautairesetautresacteursclésàlabaseafindelessensibiliseràleursdroitsetauxdevoirs des autorités communales dans le domaine de l’éducation et des autoritéséducatives;suivredeprèssicelaengendredeschangements.

Prochainprogramme

- Plan pourraitmettre d’autres accents qui permettent de travailler davantage sur ces défisstructurels. Cela pourrait se faire par exemple en investissant dans des infrastructures, endéveloppant (davantage) l’approche de familles d’accueil, des cours de rattrapage et despratiquesde suivipourdesélèvesayantdesdifficultés,etendéveloppantdesactivitésdeplaidoyerauniveaunationaletcommunalenfaveurdesinitiativespermettantd’augmenterlaqualitédel’éducation.

- Renforcer davantage les capacités des communes pour la prise en compte des problèmesidentifiésdansleursécoles.

Dans quelle mesure les communautés locales jouent-elles un rôle dans le changementdesnormessocialesparrapportauxmariagesd’enfantsetauxdroitsdesfilles?

Outre le changement via les pratiques (CVPE), le programme met l’accent sur la sensibilisation.L’approchedesclubsdefutursmarisn’estmiseenœuvrequ’assezrécemment,etiln’estdoncpaspossible d’évaluer son efficacité ni sa durabilité. Si la sélection desmembres est faite demanièrepertinenteetlesgroupessontsuivisdeprès,lespremiersconstatspermettenttoutefoisdesuggérerque l’approche est prometteuse. Un autre facteur qui contribue clairement aux changements desnormes sociales par rapport aumariage d’enfant est le caractère communautaire et holistique duprogramme.Par ses troisobjectifsetà travers sesdifférentes interventions, leprogrammeabordeles différents acteurs et facteurs et tient compte de leur rôle dans (la lutte contre) le mariaged’enfant.

Recommandations

Programmeactuel

- (Ré-)expliquerlecadreetlesobjectifsduprogrammeauxmembresdesclubsdefutursmarisetlesraisonspourlesquellesleprogramme(etPI)metdavantagel’accentsurlesfilles

- (Continuerà)assurerunaccompagnementdeprèsdesclubsdefutursmaris

Prochainprogramme

- Endéveloppantunnouveauprogramme,ilestimportantquelemêmecaractèred’approcheholistiquesoitmaintenu,surtoutsionchercheàcontinueràtravaillersurlechangementdesnormessociales.

- Ilconvientd’examinerdansquellemesure lesstructuresquieffectuentuntravailbénévoledans lecadreduprogrammepeuventêtremotivées,parexemplepar lacréationdesAJECpourlesclubsdefutursmarisouuneformationenAGR,àl’instardesAVECcrééespourlesCVPE.

- Fairedelamaturitédesmembresdesclubsdefutursmarisuncritèreclé


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Quels sont les facteurs incitant et les barrières pour les communes et communautés àinvestirsur l’éducation, laprotectionet l’ECCDàtravers lamiseenplacedemécanismesdefinancementpérennes?Leplaidoyerciblantlesautoritésest-il leseul/principallevierverslechangement?

La question de financement dans les domaines concernés par le programme est abordée par lasensibilisationet leplaidoyervisant lesautorités localesqui sont rappeléesà leurs responsabilités.L’approchede‘budgetparticipatif’estunemanièreplusspécifiquedontcetravaildeplaidoyeretderedevabilité prend forme. Cette approche est une piste prometteuse qui a non seulement lepotentiel de contribuer au financement du secteur de l’éducation au niveau communal, mais quipeutégalementstimulerdesprocessusderapprochementetderedevabilitéentrelescommunautésetlescommunes,élémentsclésdudéveloppementdurable.

Recommandations

Programmeactuel

- L’intégrationdubudgetparticipatif dans leprogrammeestunedécisionàencourageret àdévelopperdavantage,notammenten fournissantdesmoyens financierssuffisantspoursamiseenœuvresousformed’unephasepilotedansquelquescommunes,unepistequePIestdéjàentraind’examiner.

- Lesconstatsfaitsdans lecadredecetravail (ex.manqued’autonomiefinancièreauniveaucommunal)peuventalimenterunprocessusdeplaidoyerdespartenairesdansleprogrammeauniveaunational.

Prochainprogramme

- L’approche du ‘budget participatif’ est prometteuse et avec AEC, PI peut compter sur unpartenaire expert dans le domaine. Pour mieux exploiter le potentiel, cette approchepourrait avoir une place plus importante dans le prochain programme, avec un budgetcorrespondant.

Dansquellemesurelesinterventionssont-ellesgenre-transformatrices?. Dans quelle mesure les rôles des filles/garçons/femmes/hommes ont-ils changé

danslescommunescibles?. Dansquellemesurelesfillesfont-ellesvaloirleursdroits?

Quels (f)acteurs restreignent lesavancéesen termesd’égalitédegenre?Leprogramme,prend-il bien en compte ces facteurs et les causes profondes qui génèrent lesdiscriminationsbaséessurlegenre,ainsiquelesconséquences?

L’approche genre-transformatrice est une approche introduite assez récemment, après ledéveloppement du programme WMF. Bien qu’il y ait des aspects d’une telle approche dansdifférentes interventions, cette perspective n’est pas encore intégrée totalement. Les points fortsincluentlesavancéesdanslesconditionsetlapositiondesfilles,ainsiquelaparticipationdesjeunesdans les clubs de futurs maris. Les points à renforcer sont un travail holistique quant àl’empowerment des filles, y compris la confiance en soi, ainsi que les capacités liées àl’entrepreneuriat. Pour les jeunes femmes qui participent dans les FARN, l’accent pourrait êtredavantagemissurleurépanouissement.

Recommandations

Programmeactuel

- L’organisationdesformationssurl’approchegenre-transformatrice,tantpourlespartenairesque pour les facilitateurs, pour qu’ils puissent déjà intégrer les aspects clés de cetteperspectivedansleurtravailquotidiensurleterrainetdanslesréflexionsenpréparationduprogrammesuivant.


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- Pour les filles déscolarisées en formation qualifiante, il conviendrait de développer unaccompagnement intégré qui mettrait davantage l’accent sur l’entreprenariat en vue derenforcer lepotentiel social et économiquede l’intervention, ainsique sur la confianceensoi,l’imagedesoietlegenre.

- AssureruneformationgenrepourlesCVPEpourqueleursmembresintègrentlaperspectivegenredansleurfonctionnementauseinducomitéetdelacommunauté.

Prochainprogramme

- Dans le programme WMF tel qu’il a été développé, les filles sont vues comme desbénéficiaires de manière directe (de la formation qualifiante) ou indirecte (par lasensibilisationdesgarantsdedroits),maispastellemententantqu’actricesquielles-mêmespeuvent contribuer à un changement des normes sociales. La réalisation de la vidéoparticipative par les filles qui participent au programmeWMF est un bon exemple d’unepratiquequimetdavantagel’accentsurlestalents,lessouhaits,etlepointdevuedesfilles.Ledéveloppementdesapprochesnovatricescommecelle-làestàencourager.

- Lerenforcementdesfillesdoitallerdepairaveclasensibilisationdesacteursautourd’elles(parents, frères, leaders communautaires, …) pour que des changements éventuelsn’engendrent pas de frustration ou d’incompréhension auprès d’autres, mais égalementpourquetoutlepotentield’uneinterventionpuisseseréaliser.

- PourlesfemmesquiparticipentauxFARN,ilconvientd’adopteruneapprocheplusaxéesurl’empowerment dans toutes ses facettes, y compris l’épanouissement personnel. Unemanière de le faire serait d’inclure un accompagnement dans l’identification et ledéveloppement des AGR novatrices ou prometteuses (ex. énergie renouvelable,transformationalimentaire,…).

- Promouvoir davantage la masculinité positive pour les membres des clubs de futursmarissous forme de «training of trainers», pour que la masculinité positive puisse êtreétenduedanslescommunautésciblésau-delàdesclubsdefutursmaris.

- Combiner l’approchedesFARNavec l’approcheGALS (GenderActionLearningSystem),quimetl’accentsurdesprocessusdedécisionparticipatifsauseind’unefamille.

De quelles manières le contexte actuel en matière de sécurité impacte-t-il la mise enœuvreefficientedesactivitéssouslestroisoutcomes?

Lespartenaireslimitentleurfréquentationduterrain,etcetteprésencelimitéesurleterrainestunesource de préoccupation. Différentes stratégies ont été développées pour pouvoir assurer lacontinuitédesactivités,notammentlacollaborationavecdesrelaiscommunautaires.Cespersonnes,volontairesdePlandepuislongtemps,s’occupentdusuiviquotidienduprogramme.

Recommandations

Programmeactuel

- Ilestimportantdefournirdesmoyenspourrenforcerlesrelaiscommunautairespourqu’ilspuissent assumer pleinement les responsabilités qui leur sont attribués. Il s’agit desressources financières, mais également des formations, tant sur les enjeux clés duprogramme que sur les approches concrètes mises en œuvre. Les facilitateurs desorganisationspartenairespeuventassurerunsuiviàdistance.

Prochainprogramme

- S’inspirer du triple nexus «Paix – Développement – Aide humanitaire»pour concevoir lenouveau programme; accompagner cela d’un plaidoyer correspondant au Nord pour quecetteconceptionsoitmieuxintégréedanslavisionpolitiquedeDGD.


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4.2 Benin

4.2.1 Objet

Evaluationàmi-parcoursduprogrammeImpact-ElleauBénin,undes5programmesmisenœuvredanslecadreduprogrammequinquennaldePIBelgique.

4.2.2 Objectifsdel’évaluation

L’évaluation à mi-parcours est censée alimenter les processus d’apprentissage et assurer laredevabilité de PI Belgique. Elle s’appuie plus particulièrement sur les critères du CAD-OECD,notammentl’efficacitéetdansunemoindremesurel’efficience,ainsiquesurlathématique‘genre’.Pour chaque critère et thématique, une ou plusieurs questions d’évaluation spécifique ont guidél’évaluation.

4.2.3 Méthodologie

Etudedocumentaireetvisitedeterrain(Atacora,AtlantiqueetLittoral)

- Entretiens semi-structurés avec l’équipe en charge du programme et autres personnesressourcesdePIBénin

- Entretienssemi-structurésaveclespartenaires- Discussionsde groupeavec:GS,MCPE,APE/AME, équipe foot, leaders religieux,mères et

pèresdesenfantshandicapés- Entretiens individuels/de groupe avec: leader coutumier, représentants des CPS,

représentant des autorités régionales pédagogiques, enfant handicapé, mère d’un enfanthandicapé

4.2.4 Constatsetrecommandations

Les adaptations aux objectifs spécifiques faites dans le courant de la première annéed’implémentationduprogrammeétaient-ellespertinentesetefficacespourrépondreauxbesoinsdesbénéficiaires?Ont-ellesaméliorél’implémentationduprogramme?

L’intégrationdesvolets ‘éducation’et ‘protection’est«encoursderéussite»et lespartenairessesonttousengagésàdévelopperdavantagelasynergieentrelesdeuxvoletslorsquecelaestpossible(organisationconjointedesactivitésoudesréunions,apprentissagemutuel,…).

Certainsdéfisstructurels,notammentlefaitquelevoletéducationnesoitdéveloppéquedanstroiscommunesdanslesdépartementsdel’AtlantiqueetduLittoral,nepourrontpasêtreabordédanslecourantduprogrammeactuel,fautedesressourcesfinancières.

Recommandations

Programmeactuel

- Faireensortequetous lesacteurscléssoientaucourantdesstructuresetmécanismesduprogramme qui existent dans leur village/commune, tout comme de leurs rôle,fonctionnementetresponsabilités.Delamêmefaçon,lesarticulationsentrelesdeuxvoletsdoivent être clarifiées au niveau des différentes parties prenantes, y compris les autorités(locales)etlesinstitutionspubliques.

Prochainprogramme

- L’éducationetlaprotection,notammentpourlesfillesetlesenfantsvulnérables,sontliésàun tel point que toute intervention programmatique doit offrir un ‘paquet’ complet quiaborde les différents thèmes et sous-thèmes. Tous les villages ciblés par le programme


17

doiventpouvoirbénéficierduprogrammedanssonensembleselonlesbesoinsidentifiés.Delamêmefaçon,auniveaudespartenairesc’estnonpaslacouverturethématiquemaisunecouverture géographique qui pourrait déterminer leur présence sur le terrain. Tous lespartenairesayantleurplacedansleprogramme,ils’agitderenforcerlespartenairesoùc’estnécessaire,pourfaireensorteque lespartenaireset leursanimateurspuissentprendreenchargelesapprochesdéveloppéessouslesdeuxvolets.

Est-ilefficaceetefficientdetravailleravec4partenaires?

L’intérêtdetravailleraveccetteconfigurationdepartenairessetrouveàdeuxniveaux.Toutd’abord,lefaitquelespartenairess’yconnaissentdanslesdeuxthématiques,dansuneplusoumoinsgrandemesure, constitueunatouten termesdepertinenceetd’efficacité.Deuxièmement, leprogrammeoffre un cadre dans lequel chaque partenaire peut mobiliser son expertise, qui est parfois plusopérationnel etparfoisplus stratégique,maisqui a toujours saplacedans leprogramme.Comptetenu des constats et recommandations faites sous la première question d’évaluation, à savoird’assurerunecouverturegéographiqueparpartenaireplutôtqu’unecouverturethématique, lefaitde travailler avec quatre partenaires et d’investir dans le renforcement des capacités de quatreorganisationspeutêtreévaluépositivementdespointsdevued’efficienceetd’efficacité.

Recommandations

Programmeactuel

- L’échangeetlerenforcementmutuelentrelespartenairesestàencourager,notammentenvue d’un prochain programme hypothétique où les 4 partenaires travailleraient sur lesmêmesthématiques.

- Le potentiel du partenariat et de la combinaison et complémentarité d’expertise ayant ungrandpotentielenvued’untravaildeplaidoyerauniveaudesautorités,dépassantleniveaulocal/communal, l’évaluation à mi-parcours n’a pas trouvé beaucoup d’exemples quipermettent de conclure que ce potentiel est déjà pleinement exploité. L’évaluationrecommandedèslorsd’explorerlespistespotentiellesàcetégard.

Prochainprogramme

- Développerlenouveauprogrammeaveclesmêmespartenairesquiassurentunecouverturegéographiqueplutôtquethématique.

- Développerleprogrammed’unetellemanièrequelesspécialisationsdecertainspartenaires(ex.plaidoyer,formation,accompagnementetaccueildejeunesfilles)peuventêtremisesenavantetmisesaubénéficedesautresorganisationspartenaires.

- Intégrerunvoletplaidoyercommunsurlesenjeuxclésduprogramme.

Danslamiseenœuvre,lespratiquesvisantl’inclusiondetouslesenfantsvulnérables(enparticulierceuxavecunhandicap)sont-ellesappropriées?

Dans leurmiseenœuvre, lesactivités sur l’éducation inclusive sontefficacesdansuneassez largemesure. Lamiseàdispositiond’un tricyclecontribueàalléger lacharge (physiqueetmentale)desparents pour l’octroi de soins à leurs enfants en situation de handicap en facilitant leursdéplacements. En outre, elle change également la perception de l’enfant aux yeux des autresmembres de la communauté. Pour les enfants eux-mêmes, le tricycle engendre une autonomieimportante.Enmêmetemps,letricyclen’estpasunesolutionpourtoutlemondeettoutletemps.

Les échanges avec les enseignants, les parents des enfants handicapés et les enfants eux-mêmesnousmènent à suggérer que la sensibilisation du corps enseignant est une approche efficace. Lesenseignants rencontrésétaient sensibilisésau sujetet leséchangesavec lesparentset lesenfantsontrévélésquelesenfantsavecunhandicapsonttoujoursbiensoutenusparlesenseignants.


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Recommandations

Programmeactuel

- En collaboration avec les CPS, développer une cartographie des services existants quis’occupentdesenfantshandicapés,desortequelesacteurssurleterrainpuissentinformeretorienterlespersonnesquisontàlarecherched’unappuispécifiquequinepeutpasêtreoffertdanslecadreduprogramme.

Prochainprogramme

- Investir davantage dans la sensibilisation pour le grand public. Si cela ne relève pas desresponsabilités des partenaires de Plan, il convient de consulter les CPS ou les autoritéspertinentesafindeplaiderpoursonimportanceetsamiseenœuvre.LacollaborationaveclesCPSpeutêtredéveloppéeetprendrelaformed’unpartenariatàcettefin.

Lesmécanismesdeprotectiondel’enfanceauxécoles,sont-ellesadaptéesauxenfantsetà la problématique ? Sont-elles efficaces? Dans quelle mesure l’approche de‘gouvernementsscolaires’est-elleefficacedanscecadre?

L’approchedeGSestuneapprocheempoweringquipermetd’aborderdifférentsenjeux:lemaintiendes filles à l’école, la sexualité et le châtiment corporel, etc. L’évaluation suggère qu’il y a desrésultats positifs sur plusieurs plans. En outre, il y a le renforcement des membres eux-mêmes(connaissances,confianceensoi)etl’approcheaégalementdesrépercussionspositivesauniveaudel’école,ducorpsenseignantetdeladirection.Parlebiaisd’untravaildeplaidoyer,lesGSentamentle dialogue avec ce dernier en vue d’améliorations structurelles qui puissent bénéficier à tous lesélèves.Unpointfortinhérentàl’approcheestlaproximitéduGSaveclesélèves.

UneobservationimportanteestqueleGSlui-seuln’estpasenmesuredefaireobserverl’interdictionduchâtimentcorporel.

Recommandations

Programmeactuel

- Approfondirl’analysedescausesdel’augmentationdestauxdeviolencesenmilieuscolairequi se présente notamment pour les garçons. Là où nécessaire, prendre desmesures (ex.organisationdessensibilisationspouretensuiteparlesGSoud’autresacteurs,impliquerlesAPEpourassurerunsuivideprès,examinerleseffetssecondairesnondésirablesdesactionspolitiques (ex. lapressionmise sur lesenseignantspourque lesélèves réussissent, a-t-ellecomme conséquence une augmentation de violence envers les élèves?) et organiser unplaidoyerauniveaunationalsideseffectsnondésirablessontidentifiés.

- Effectuerunerecherchesurlescontactsentreartisansetécolières/collégiennesenrelationaveclaprotectionetl’éducationdesfilles.

- Clarifierlerôleetlemandat,ainsiquelesapprochesadoptéesparleGS.Untravaildanscesensestdéjàencours,sousformedel’élaborationdesguidesquipermettrontégalementlagénéralisationdel’approcheparleMinistèredel’EducationaveclaparticipationactivedelaCBO-EPT tout comme des représentants des GS. Cette généralisation doit assurer ladurabilitéetladiffusiondel’approcheauniveaunational.

- LàoùilexistetantunGSqu’unMCPE,ilest importantdetisserlesrelationsentrelesdeuxstructures. Dans certaines zones, Plan a déjà commencé à organiser des réunionstrimestrielles entre GS, APE, AME et MCPE afin d’échanger et de développer uneplanificationcommune.Lasynergied’actionentrecesacteursesteneffetàencourageretàdévelopper davantage dans d’autres communes, non seulement pour créer plus de liensentrel’écoleetlacommunautéetpourassurerladurabilitédesstructures,maiségalementpourintégrerdeschecksandbalancesquifontensortequetoutproblèmetrouvesasolutionetqu’aucunauteurdeviolencen’échappe.


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Prochainprogramme

- Soutenir lagénéralisationdesgouvernementsscolairesetveilleràceque laprotectiondesenfants(etnonpaslagestiondel’école)estleurobjectifprincipal.

- ExaminerdansquellemesureilestpossiblededonnerunrôleencadreurauxmembresdesMCPEafind’éviterqueleGSnepuisseoun’osepasdénoncercertaineschoses.

Dans quelle mesure l’approche et l’outil pour les dialogues intergénérationnels sont-ilsefficaces?L’approche est efficace dans le sens où les différents groupes et générationsentrent en dialogue et les jeunes hommes adoptent un comportement plus respectueuxenversd’autresgroupes.Quantauxengagementspris, l’appropriationet ladurabilitédel’approche,unaccompagnementdeplusprèssembleindiqué.

L’approcheestefficacedanslesensoùlesdifférentsgroupesetgénérationsentrentendialogueetlesjeuneshommesadoptentuncomportementplusrespectueuxenversd’autresgroupes.Quantauxengagementspris, l’appropriationet ladurabilitéde l’approche,unaccompagnementdeplusprèssembleindiqué.

Recommandations

Programmeactuel

- Suivredeplusprèslesengagementsquisontprisparlesdifférentsgroupes,toutcommeleschangementsmentionnésparlesparticipants.Assurerunaccompagnementpourveilleràcequetouslesgroupes,ycomprislesfilles,puissentêtredes«agentsdechangement».

- Mettredavantage l’accentsur lacompréhension, l’appropriationetoù indiqué l’adaptationauxpratiquesconnuesdel’approche(ex.lesfadapourlesjeuneshommes).

Prochainprogramme

- Inclurel’approchedansleprochainprogrammeafind’assurerunancragedurable.

Dans quelle mesure les enfants, jeunes et groupes d’étudiants participent-ils dans lesactivitésde lobby,plaidoyer,et redevabilitéen faveurd’uneéducation inclusiveetdansla protection de l’enfance contre les violences basées sur le genre ? Quelles sont lesleçonsapprises?

Leséchangessuggèrentquel’implicationdesjeunescommenceàportersesfruits.Commerésultatsconcrets du travail de plaidoyer, les GS et les partenaires citent entre autres la diminution desgrossesses précoces, tout comme la baisse de l’exode rural et de lamigration dans l’Atacora. Lesdirecteursrencontréscitentleschangementssuivants:l’accèsdesenfantshandicapésàl’école,deschangements en termes d’hygiène, moins d’abandon scolaire des filles ou d’enfants démunis. Enoutre,l’implicationdesjeunesaégalementdeseffetspositifspourlesjeuneseux-mêmes.Unebonnepréparation (tout comme une association avec Plan et ses partenaires) fait que les jeunes sontdavantageprisausérieux.Unreprésentantdesautoritésrégionalescite:«il fautqu’onfinisseaveccettementalitédecroirequ’onpeutdéciderpoureux».

Recommandations

Programmeactuel

- Faireentendre lavoixdesGSàdesniveauxsupérieurspourréaliseruntravaildeplaidoyersurdesthèmesressortiscommepertinentseturgents,commelerespectdel’interdictionduchâtiment corporel à l’école. Le CBO-EPT, partenaire reconnu pour son expertise dans ledomaineduplaidoyer,peutaccompagnercesprocessus.

Prochainprogramme


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- L’abandonscolaireetlasantésexuelleetreproductiverestentdesenjeuxclésidentifiéspardifférentes parties prenantes. Ces thématiques doivent être au centre du travail desensibilisation et de plaidoyer des GS et des autres groupes de jeunes dans un prochainprogramme.

Dansquellemesurelesinterventionssont-ellesgenre-transformatrices?. Dans quelle mesure les rôles des filles/garçons/femmes/hommes ont-ils changé

danslescommunescibles?. Dansquellemesurelesfillesfont-ellesvaloirleursdroits?

Quels(f)acteursrestreignentlesavancéesentermesd’égalitédegenre?Quels(f)acteursfavorisent les avancées en termes d’égalité de genre? Le programme, prend-il bien encompte ces facteurs et les causes profondes qui génèrent les discriminations basées surlegenre,ainsiquelesconséquences?Quel est le degré de participation des hommes dans les comités de protection del’enfant? Au cas où ils participent à un moindre degré que les femmes, commentpourraient-ilsêtreimpliquésdavantage?

La plupart des activités mises en œuvre dans ce programme sont pertinentes par rapport àl’approchetransformatricedegenredePI.Quantàleurefficacitéparrapportàlatransformationdesnormes de genre négatives, les résultats sont positifs dans une certaine ou large mesure, selonl’activité.

Recommandations

Programmeactuel

- ExaminerdansquellemesurelesconstatssurlesMCPEetAPE,etsurleschefscoutumiersetreligieux,sontgénéralisables.Dansl’affirmative,prévoiruneformationgenre,avecunvoletsur la masculinité positive, pour des structures comme les MCPE, AJE&C et AVE&C, maiségalementpourd’autresacteurscommunautaires,commeleschefsreligieuxetcoutumiers.

- AssocierdavantagelesgarçonsetleshommesdanslesAJE&CetlesAVE&C,afind’éviterundécouragement ou une frustration auprès de ces groupes, mais également parce quel’égalitédegenreestletravaildetoutunchacun.

Prochainprogramme

- Adopter la perspective transformatrice de genre dans l’identification et la rédaction duprogrammeetfaireensortequeles6élémentssoientabordésdemanièreintégrée.

- Travailler davantage sur la santé sexuelle et reproductive, sur les relations sexuellestransactionnellesetsurlesVBGdansetendehorsdumilieuscolaire.

4.3 Vietnam

4.3.1 Scope

Mid-term evaluation for the programme in Vietnam “We strive for a just world that advanceschildren's rights and equality for girls”, which is part of the 5 year DGD funded, multi-countryprogramme.

4.3.2 Evaluationobjectivesandcriteria

Themid-termevaluation isexpected toservePIB’s learningagendaon theonehand,and tomeetprinciplesregardingaccountabilityontheother.Themid-termevaluationfocusesinparticularonthecriteria of relevance, sustainability, and synergy. Gender and environment as crosscutting themesthroughouttheprogrammearealsotakenintoaccount.Threeadditionaltransversalquestionswereaddedtoimprovethegloballessonslearned.


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4.3.3 Methodology

Exploratorydocumentarystudy+Fieldvisit(triangulationoffindings)(10days)

Qualitativedatacollectionthrough

- Individual semi structured interviewswith key stakeholders, programme and partner staff(17)

- FGDwithtargetgroups(parents,volunteers,teachers(15),andchildren(3)includingschoolwalks)

- Start-upworkshop+Restitutionworkshops(inBelgium(1+2)andinVietnam(1+3))

Dataanalysis:constantcomparisonanddiscourseanalysis.Resultsaretriangulatedwiththeavailabledocumentation,dataavailablethroughtheM&Esystemanddiscussionswithstaffandpartners.

4.3.4 Findingsandrecommendations

Relevance

Findings

Withitsnewglobalstrategyin2017,PlanInternationalhasputgendertransformativeapproachesattheforefrontofitsagenda.PreviousstudiesofPlanInternationalshowedthatgendertransformativeprogramming can be applied on EC(C)E intervention strategies, and this is confirmed by otherstudies. From the literature, DRR/CCA is also identified as a topic inwhich gender transformativeapproachescanhavegoodresults.Thus,forbothofthecomponentsoftheprogrammeinVietnam,the potential for inducing gender transformative processes is there. The gender transformativeprogrammingapproachhasnotyetbeenappliedontheprogrammeinVietnamastheprogrammeanditsassociatedToCwerealreadydevelopedin2016.AtthismomentthecountryofficeinVietnamisintheprocessofdraftingitssituationalanalysisusinggendermarkerstoanalysegenderissuesandroot causes in the context ofVietnam. TheprogrammepartnerVWUhas a strong and recognizedposition for national level policy influencing initiatives regarding the social position and roles ofwomen.Atthesametime,thegrassrootslevelcanbeeffectivelyreached,i.e.mothers,fathers,andevenothercommunitymembers…viathestructureofVWUwith itsvolunteersatcommunity level.The twomain functionsof theVWUasamassorganisation inVietnamare (1) toprotect the legalrightsandinterestsofwomen,and(2)tocommunicategovernmentpoliciestowomen,andadvocatefor gender equality. This means that, even when the programme ends, VWU will still have theresponsibilitytocarryoutitsfunctionsthatareinlinewiththegeneralobjectivesoftheprogramme.Thisisanimportant(f)actorforensuringsustainabilityofprogrammeresults.

Recommendations

Currentprogramming

- Continuetheprocessofresearchandanalysisregardingprevailinggendernormsasaholisticexercise to inform all programmes implemented by Plan International Vietnam. Empowercommunitiestobeabletomaketheirowngenderanalysisandtobeabletofollow-uponthechanges and results they want to achieve. Use the research results to identify relevantgender andgender transformativeobjectives andassociated indicators). Foreseea specificprogramme strategy to ensure that staff and stakeholders at all levels understand andsupportgendertransformativeprocessesandprogramming.

- Closelyfollow-upthequalityoftheservicesprovidedbytheVWU-volunteers.- Mapnationallyavailableexpertiseongenderandgendertransformativeprogramming.


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Futureprogramming

- Considercarryingoutapost-hocstudy inprojectregionswherePlan InternationalVietnamhasbeenpresentbefore, toanalysewhatremains (intermsofquantityandquality)of theservices related to ECCE when these services are continued under VWU’s own servicedeliveryprograms.

- When new global strategies are put in place, avoid having an overwhelming amount ofguidelinesandpolicies.Reportsanddocumentsshouldnotreplaceadditionalguidanceandsupport from theGlobal Hub and national offices to the country offices, on how to applygendertransformativeprogramminginthecontextofVietnam.

Gender

Findings

Assessingwhetherthecurrent interventionscontributetogenderequality,severalchallengeswerefaced.Theprogramme’sbaselinereportdoesnotincludeananalysisrelatedtogenderinequalityorunequalpower relationsbetweenwomenandmenorboysandgirls.As such there isnobaselinethatcanbeusedasa reference.Also, in theprogrammemonitoringreportsandarecentresearchreport,thereislimitedattentionorreferencetogenderandunequalpowerrelations.Moreover,atthe level of programme participants, gender inequality and unequal power relations betweenwomen and men or boys and girls are not defined as critical issues: Besides child marriage,intervieweesacknowledgedfewothergenderissuesplayingasignificantroleinthelivesofwomenandmen,girlsandboys.Socialnormsandbeliefsrelatedtogenderarenotexplicitlyinvestigatedatthe outset of the parenting groups. These are not explicitly discussed and questioned during themeetings,andthusnoexplicitattentionispaidtostrategicgenderinterests.Parentsdodistinguishdifferentrolesandresponsibilitiesformothersandfathersintakingcareforthechildren.Fewfathersattend regularlythemeetingsandtherearenospecificactivitiesorganized for fathersormothers.Also, at the level of the DRR/CCA programme component, there is no specific attention towardsgender.

Recommendations

Currentprogramming

- Start-upparticipatoryandin-depthanalysesatthe leveloftheparentinggroupsto identifyprevailinggendernormsandwhatwouldparentsliketoseechanged

- Include gender specific indicators going beyond disaggregated data in the programmemonitoring.

- Considertestingsomestrategiesthatmayhavebetterresultsattractingfathers,forexamplespecific trainings, specific themes addressed towards fathers, rescheduling timing ofmeetings,malerolemodels…

- During DRR/CCA activities, the relation between impact of climate change and unequalpower relations between men and women can be introduced and discussed. The role ofwomenincommunityresilienceandcopingstrategiescanbehighlighted.

Futureprogramming

- Asaframeworktoidentifygender(transformative)objectives,usetheconceptsofstrategicgender interestsandpracticalgenderneeds. If somespecific strategicgender interestsareoutside the scope of the current programme or outside the scope within which Planoperates,itisnecessarytoidentifyandfindpartnersorotherstakeholderswhocanincludetheseobjectivesintheirwork.


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Sustainability

Findings

The institutional capacity in implementing and scaling up the programme's ECCE and DRR/CCAinterventionsandactivitiesisquitestrongatbothnationalandlocallevels.Atnationallevel,thePlanprogramme officers collaborate with the ministries in charge of ECCE and DRR/CCA (MoET andMARD) to ensure that the programme's ECCE and DRR/CCA interventions can be scaled upwhenprogramme support stops. At the local level, district authorities, such as BoET and DPC, play animportantroletoensuretheprogramme’ssustainability.Abigchallengeforthesustainabilityoftheparenting groups is the high turn-over rate of volunteers, which relates to technical capacity.Continuous investments in capacitybuilding forensuring technical capacity are strongly correlatedwith institutional sustainability. Considering sustainability from the angle of financial capacity tosustainsimilaractivities, forboththetopicsDRR/CCAandECCEthere isbudget foreseen inVWU’sstrategicplansandnationaland local levelgovernmentshavepoliciesandestablishedpractices forallocatingbudgettoactivitiesrelatedtothesetwotopics.

Recommendations

Currentprogramme

- PIUs need to be strengthened in terms of human resources to ensure local levelharmonisationofdifferentprogrammesofPlanInternationalVietnam

- Fortheprogrammepartners,itisadvisedthatL&Lastechnicalexpertengagesindevelopinga “business model” and/or considers becoming a nationally recognised consultant onDRR/CCA,basedonitsbuild-upknowledgeandexpertise.ForVWUasimplementingactor,itissuggestedtodevelopaclearplanclarifyingwhowillberesponsibleforqualitycontrolofservicedelivery(andwhatqualitycriteriawillbeused)whentheprogrammeendsorforinnon-programmesites.

- As suggested above, if Plan International Vietnam considers the post-hoc study in projectregions where Plan International Vietnam has been present before, an analysis of theremainingtechnicalcapacitiesoflocalstaffandvolunteerscanbepartofthisstudy.

Futureprogramming

- Consider lobby and advocacy activities that target local authorities to ensure that theyallocatesufficientbudgettothesectorsthatshouldbeprioritized.Thereareseverallawsandgovernment strategies that can be used for argumentation, examples are provided in themaintextofthisreport

CBA

Findings

Thecommunity-basedapproachisapplied intheECCEcomponentofprogrammeviatheparentinggroups.Throughthisapproach,theprogrammeisabletoreachfathers,mothers,andyoungchildrenat the grassroots level, which means the programme can directly work together with the directbeneficiariesofcapacitydevelopmentinitiativesonconcretesubjectsthatarerelevanttothem.Theapproachalsohelpstoraisetheawareness(onECCE)atthelevelofdistrictandcommuneleaders.Inthis mid-term evaluation, the link between a community-based approach and sustainability isparticularly analysed from the angle of empowerment (of parents and parenting groups).Empowermentisidentifiedasanexpectedresult,butwhatkindofchangeexpectedisnotexplicitlyexplained and several aspects of empowerment, from a holistic point of view, are not taking intoaccount in the current programme objectives (for example economic empowerment, theempowermentofbeingseen,heardandspeakingforyourself).


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Recommendations

Currentprogramming

- Continue the CBA and partnership with VWU because this creates direct linkages andcooperationwithdirectECCEbeneficiaries(parentsandtheirchildren)

- Maketheempowermentgoalsmorespecific- Invest in empowerment of parents via the parenting groups, for example, introducing

capacity building for self-assessment and linking parenting groups with other communityinitiativesthatworktowardsothercomponentsofempowerment

Futureprogramming

- Consider explicit investments in building influencing capacities at the local levels (VWUvolunteers, parents, …), for example, advocacy targeting local implementers in order toachievesufficientlocalbudgetallocationforECCEandDRR/CCApriorities

Environment

Findings

The activities in the DRR/CCA programme component led to increased knowledge and safetypracticesatthelevelofthechildrenandteachersinthetargetedschools.SchoolDRR/CCAplansandofficial inclusionofDRR/CCAinschoolcurriculaareimportantforsustainabilityofDRR/CCAresults.Thereisaratherlimitedfocusonpro-activityandresiliencetonaturaldisastersandclimatechangeadaptationskills,especially in comparisonwithefforts invested inpost-disaster reconstructionandrescue. This has been observed in national and local authorities’ DRR policies, as well as in thecurrentprogramme.FortheECCEprogrammecomponent,DRR/CCAisnotmainstreamedintrainingsforpreschoolteachersandtheleveltowhichparentsintheparentinggroupshavebeenintroducedtothetopicofenvironmentandnaturaldisastersremainsrathersuperficial.

Recommendationsforfutureprogramming

- If“resilient”communitiesaretheaim,programmetargetsneedtobemoreambitiousand,forexample,

o broaden the scope from protection and post-disaster to prevention and copingstrategies

o involvewomen as important resources for coping strategies increasing communityresilience

o linksafeschoolinitiativeswithothercommunityinitiativesregardingDRR/CCA.

Policyinfluencing

Findings

InPlan International’s countryoffice inVietnam, theconceptofevidence-based lobbying iswidelyused,aspilotproject results, fromECCEprogrammes forexample,areusedasevidence forpolicyinfluencingactivities.Assuch,programmepartnersandprogrammestafffromthecountryofficeareinvolved in local-level, evidence-based influencing towards DoET and DPC, and national-levelevidence-basedinfluencingdirectedtowardsMoET,MARDandnationaldirectorylevelsofVWU.Atnationallevel,VWUplaysanactiveroleininfluencing,whichresultedinimportantachievementsatthe national level policies that are in line with the objectives of Plan International, for examplerelatedtoECCE.Atthismoment,theprogrammedoesnotincludestrategiestostrengthenlocallevelinfluencing initiatives implemented by programmeparticipants. Plan International Vietnamand itspartnersareinvolvedinavarietyofnational,regionalandglobalnetworksonECCEandDRR/CCA.Inthecurrentprogramme,however,theworkviathesenetworksremainsunderexposed.


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- ContinueworkandcooperationwithVWUforinfluencingatnationallevelsrelatedtoECCE- If policy influencing becomes a more important future strategy for Plan International, i)

possibilities for influencing via existing national and regional networks should be furtheranalysed. ii) Furthermore, it can be considered to integrate strategies to strengtheninfluencingcapacityatthelocallevelsinfutureprogrammes

SynergywithVVOB

Findings

Cooperation and synergywith VVOB has been foreseen during programmedesign. Currently bothorganisations are represented in the regional network ARNEC and the national network of EarlyChildhoodRoundTablewhereinfluencingstrategiesandinitiativesaregivenshape.Stafffrombothorganisations,however,acknowledgethat inthecurrentprogrammefewtypesofcooperationandsynergygobeyondpracticalagreementsandtheuseofeachother’strainingmaterials.


- OptimisesynergyfromcooperationbetweenVVOBandPlanInternationalviathenetworks.Analyse the process of achieving policy and practices changes to identify what differentinfluencing strategies are currently being applied, what works, what are missedopportunities,whereadditional capacitydevelopment can strengthen themembers’policyinfluencingstrategies.

4.4 Bolivia

4.4.1 Enfoque

EvaluaciónamediotérminodelprogramaenBolivia“Trabajamosporunmundojustoquepromuevalosderechosdelaniñezylaigualdaddelasniñas”,programaquinquenalfinanciadoporlaDGD

4.4.2 Objetivosycriteriosdelaevaluación

LaevaluaciónsirveparaelprocesodeaprendizajedePIBypararesponderaprincipiosderendicióndecuentas.Laevaluaciónsefocalizaenlossiguientescriterios:relevanciayeficiencia,sostenibilidad,sostenibilidad, género. La evaluación abarca los dos componentes del programa en Bolivia: elbienestarintegraldelaprimerainfancia(BIPI)yelprogramadeeducaciónsecundariainclusivaydecalidad(PESIC).

4.4.3 Metodología

Revisióndefuentessecundarias+visitasdeterreno

Recoleccióndedatoscualitativosatravésde:

- Entrevistassemi-estructuradas- Gruposfocales- RestituciónenLaPazytalleresenBélgica

Análisis de datos: comparación constante y análisis de discursos. Triangulación estructural de loshallazgos.

4.4.4 Constatacionesyrecomendaciones

Relevanciayeficiencia(BIPIyPESIC)


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Preguntadeevaluación

¿Cuálessonlasleccionesaprendidasdelagestióndelcambiodelos2sociosdurantelosprimeros2añosdelprograma:quéfuncionó,¿quénofuncionóenlagestióndelcambio?

EstapreguntadeevaluaciónseaplicaalosprogramasBIPIyPESIC.

Constataciones

Al iniciodelprograma, lossociosFeyAlegría(PESIC)yAPROSAR(BIPI)salierondelprograma–porrazonesdiferentes-yfueronreemplazadosporFAUTAPO(PESIC)yPROMETA(BIPI).Enlosdoscasos,más allá de las razones por las cuáles se finalizaron los asocios, los evaluadores han observadodeficiencias importantes en la ejecución de sus proyectos respectivos, a pesar de que los socioshabíansidoevaluadosampliamenteatravésdelasherramientasdesarrolladosparaPlanBolivia.Lasdeficienciasteníanqueversobretodoconpresenciaenelterreno,multilingüismoyarticulaciónconactores locales. Por lo tanto, el cambiode los socios fue totalmente acertado. PIBquiso entenderporquéestosproblemassehabíanproducido,cómohabíansidotratados,yqué leccionessepodíasacarhaciaelfuturo.

Recomendaciones

Demanerapreventiva(aliniciodelasocio)

- Tener claridad con (posibles) socios sobre las exigencias y necesidades concretas delproyectoenlaszonasdeimplementaciónydesarrollarconellospistasparapoderresponderaestasexigenciasyelaborarunsistemaparapodermonitorearlaimplementacióndeestaspistas;

Cuandoocurraestetipodesituaciones(encasodeuncambiodeasocio)

- Tomarlasmedidasnecesariasparaevitarquehayavacíosenelterrenoenlaejecucióndelosproyectos,

- Estimarelniveladecuadodeinformaciónydedialogoquelosactoreslocalesnecesitansobrelasituación(contextualizadoysegúneltipodeactor)yabrirdialogoconellossiguiendoestaspautas;

Sostenibilidad(BIPI)


¿Secumplenlascondicionesyseimplementanlasherramientasparagarantizarlasostenibilidaddelasaccionesenlasáreasdeintervención,especialmenteparaBIPI?

¿Losmétodos y enfoquesutilizados sonapropiadosparaayudara losactores locales (institucionespúblicas, organizaciones comunitarias, otras organizaciones locales, ONG, en línea con losmarcosestratégicoscomunes)paraapropiarseyasumirsuresponsabilidadconrolesclarosparatodos?

EstapreguntadeevaluaciónseaplicaalprogramadeBIPI.

Constataciones

Seobservaque los talleresdelprogramaestángenerandocambiosdeprácticas importantesenelcomportamiento de las mamás y en cierto grado de los papás, que aplican principios de BIPI entérminos nutritivos, de desarrollo de capacidades de los niños, de salud. Mejoran sus dietas, semejoralasinteraccionesentreadultosyniños.Setrabajatambiéntemasdelicadosanivellocalcomolaviolenciaeigualdaddegénero.Existeuntrabajovaliosoconniñosdiscapacitados,enuncontextode tabú en las comunidades sobre niños discapacitados. La participación de padres en los talleressigue siendo un tema difícil. Los municipios juegan un papel constructivo en este contexto. LascapacidadesdesupersonalentérminosdeBIPIsefortalecenatravésdelostalleresdelprograma,


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lasautoridadesmuestranaperturayenciertoscasossegeneralegislaciónmunicipalenBIPI,loqueaumenta la institucionalidadde la temática.Sinembargo, lasostenibilidaddelBIPI todavíanoestágarantizada:losactoressiguennecesitandofortalecimientodesuscapacidadesynoexistelegislaciónanivelnacional. Planestá trabajandounejede trabajode incidenciapolíticaen la temática,perotodavíanohadesarrolladounaestrategiaintegralaestefin.

Recomendaciones

Aniveldecomunidad

- Darunaatenciónespecialenlaintegracióndepadres/hombres/jóvenesenelproceso;- Seguirfortaleciendolascapacidadesdelpersonaldesalud;- Ampliareltrabajoconjóvenes;- Fortalecerycapitalizarlasbuenasexperienciasdetrabajoanivelcomunitario;- Facilitarygestionarelintercambiodeexperienciasentrecomunidades;- Brindarelapoyoadecuadoparaasegurarelfuncionamientodeloshuertosfamiliares.

Aniveldemunicipio

- SeguirfortaleciendolainstitucionalidaddeBIPIenlosmunicipios;- PromoverlaintegracióndelderechoalBIPIenlaspolíticasmunicipales;- CuandoexisteunaLeyquenoseimplementa,analizarlascausas;- Fortalecer los procesos de participación en la definición de los POA, con énfasis en la

instalacióndesalasderezagoysaladeestimulaciónpornorma;- Aprovechar y capitalizar experiencias con ludotecas y ludotecas terapéuticasparaniños/as

condiscapacidad(SicaSica);- AprovecharelroldelaUNIcomoactorclaveenlareddesaludparafortalecercapacidadesy

conocimientosenprimerainfancia;- Apoyar a la elaboración de mecanismos de monitoreo y exigibilidad para garantizar la

implementacióndelalegislaciónmunicipaleneláreadelBIPI.

Anivelnacional,incluidosuarticulaciónconotrosnivelesdeactuación

- Desarrollar una estrategia de incidencia política integral en favor de la Ley de la PrimeraInfanciaenBolivia;

- LaelaboraciónyejecucióndeunaestrategiadeincidenciadebeserunadecisióninstitucionalentrePIB,PlanBoliviaysussocios;

- DesarrollarunaestrategiadeincidenciapolíticaconlaRedHemisféricadeParlamentariosyExParlamentariosdelaPrimeraInfancia;

- CapitalizarlasexperienciasdePlananivellocalparaalimentarlaincidenciapolíticanacional;- Respectoaniñoscondiscapacidad,seguirincidiendoenlapolíticapúblicanacional;- Desarrollar estrategias de monitoreo de implementación de las políticas en los niveles

pertinentes(nacional,departamental,provincial, local,…)ymecanismosparalaexigibilidaddeestaspolíticas.

Efectividad(PESIC)


¿Enquémedidasonefectivaslas intervencionesdirigidasaunaeducaciónsecundariainclusivaydecalidad?¿Cómopodríanmejorarseestasiniciativas?

Constataciones

ElproyectobuscafortalecerlaimplementacióndelaLeydeEducación070AvelinoSiñani–ElizardoPerezyenestesentidoseobservaresultadosmuypositivos.Losactoresdelacomunidadeducativase están fortaleciendo. Los cambios a nivel de los estudiantes (Gobiernos Estudiantiles a nivel de


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UnidadEducativa)sonnotorios,generalmentesenotaunaumentodelaasertividaddelosjóvenes,chicasincluidas.Sinembargo,estoscambiosdeactitudpuedengenerarresistenciaporpartedesusfamilias,enparticularsuspadres.MuchosGEseestánfortaleciendo,elaborandoplanesdetrabajoetc.LasBrigadasdeComunicación jueganunpapel importanteenesteprocesotambién.Mamásypapás tambiénestán empezando a asumir rolesmás activos en la comunidadeducativa (ConsejosEducativos), pero a veces les falta fortalecimiento de capacidades. Los PSP (ProyectosSocioproductivos)yBTH(BachillerTécnicoHumanístico)contribuyenaestosprocesos,articulandoelnivelescolaralarealidaddelascomunidades,volviendolosprocesosdeaprendizajemásconcretosycontextualizados para los jóvenes, abriendo camino a nuevas perspectivas para los/as niños/ascuandosalgandelcolegio.

EltrabajodeCNC-CEPOSsobrelaeducaciónplurinacionaleshistóricoyfundamental,perocarecedeapoyoexterno.Por lo tanto,elapoyodePlanyFAUTAPOesesteprocesoescrucial,por lomenoshastaqueelEstadodecidadeapoyarlodemaneraestructural.

Recomendaciones

- Seguir fortaleciendoa losactoresde lacomunidadeducativa,enparticular lascapacidadesdelosGEysusexpresionesanivelmunicipal(p.ej.losFES),ídemparalasorganizacionesdemamás/papásyelfuncionamientodelosCESC;

- Buscarmanerasparaimplicarmásapadres/hombresenlasactividades;- Analizar las diferencias entre UE grandes y pequeñas en términos de dinámicas sociales y

tomarlasencuentaenlasestrategiasdeintervención;- Promovermásarticulaciónentrejóvenes,mamásymaestros;- Fortaleceralosmaestros(nuevastendenciaseducativas,mejorarlaarticulaciónentreelPSP

ylaenseñanza)ypromoverlosintercambioshorizontalesentremaestros;- Analizarconlosactoreslocaleslosconflictosenfamiliascausadosporlanuevaasertividadde

jóvenesyconstruirconellosestrategiasparaanticiparestasreacciones,enparticularenelcasodeniñas;

- Anticipara la rotacióndemaestrosparanoperder suexperiencia y susaprendizajesen latemática, p.ej. a través demecanismos de capitalización de sus experiencias antes de quedejen sus puestos, intercambios con otros maestros parta compartir sus leccionesaprendidas,etc.;

- Apoyaralosactoreslocalesenlaelaboracióndemarcoslegislativosy/onormativosenfavordefuncionamientodelsistemadeeducaciónsocialcomunitaria,conp.ej.presupuestosparalaFES;

- Sistematizarlasexperienciasycompartirlasconopiniónpública,actoressocialesypolíticos;- AnalizarconlosjóvenesposiblestensionesentreBTHyPlandeVida;- Seguir apoyando a CNC-CEPOS y la implementación del currículo quechua y aymara,

incluyendolacapacitacióndemaestros;- Apoyar alMinisterio de Educación para que pueda brindar capacitaciones de calidad a los

maestros;- InformaralMinisteriodeEducacióndeltrabajodePlanenPESIC.

Género(BIPIyPESIC)


¿Cómosepuedeajustarelprogramaparainfluirenlasestructurassocialesquerodeanlosrolesylaspercepcionesdegénero?

Constataciones

Losevaluadoresconstatanquelosdosproyectosestánfortaleciendolascapacidadesyaumentandola asertividad de chicas/mujeres/madres, lo que está generando procesos de empoderamientotambién.EstosprocesossedanconchicasenlosGE,madresensusCE,ymadresenelcontextodel


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BIPI también. Padres y jóvenes adolescentes también están mostrando muestras de cambio deprácticas, pero los estereotipos de género, la violencia doméstica y elmachismo siguen teniendofuerza. El involucramiento de los padres/hombres sigue siendo un punto de preocupación. Laasertividadaumentadadelaschicaspuedegenerarreaccionesderesistenciaenlasfamilias, loquedebeserunpuntodeatenciónparaPlanysussocios.

Recomendaciones

- Fortalecer,intensificarydiversificareltrabajodegéneroconhombresyadolescentes;- Trabajarmasculinidadesconloshombres/adolescentesentodoslossentidos;- Buscarhorariosymecanismosparaquelospadres/hombrespuedanparticiparentalleres;- Analizar los procesos de cambios de prácticas a nivel de hombres/varones para identificar

obstáculosalcambioymejorarlasestrategiashaciahombres/varones;- Desarrollarestrategiasdiferenciadaspara trabajargéneroconhombres/padres.Asímismo,

incluir dentro de las acciones, ya sea en los contenidos de talleres, las estrategias decomunicación, guiones para programas de radio, etc. que se cuestione la masculinidadhegemónica;

- Analizar con personas involucradas (niñas, mujeres, chicos, hombres, adolescentes) lasreaccionesnegativasquesepuedendarencasarespectoanuevasasertividadesocambiosdeprácticasytrabajarconellas/oslasestrategiasparaanticiparestasreaccionesnegativas;

- Sistematizarysocializarcasosdeempoderamientodemujeresparaentendersushistoriasdeéxito.

Elementoadicional:elnivelprogramático(BIPIyPESIC)

Constataciones

Los programas BIPI y PESIC cubren ejes de trabajo distintas y se ejecutan demanera paralela, sinarticulación, intercambios, aprendizajes. Los evaluadores piensan que se pierde oportunidad deaprendizajemutuoquesegúnellosdebeserposible,apesardelasdiferenciastemáticas.

Recomendaciones

- Que se busque aprendizajes y buenas prácticas entre los ejes de trabajo, p.ej. sobrecuestiones de género, sobre la articulación entre actores de comunidad y actoresmunicipales,sobreeltrabajodegéneroconhombres/chicos/estudiantes/padres.

- TambiénserecomiendaquesebusqueaprendizajesentreelPESICyBIPIconotrosproyectosdePlan,comop.ej.elproyectoArriba.

4.5 Belgium

4.5.1 Périmètre

Une évaluation à mi-parcours du programme quinquennal en Belgique “Un monde juste qui faitprogresserlesdroitsdesenfantsetl’égalitépourlesfilles”,financéparlaDGD.

4.5.2 Objectifsetcritèresdel’évaluation

L’évaluationsertàrenforcerleprocessusd’apprentissagedePIBetderépondreàdesexigencesderedevabilité. Elle se concentre sur les critères CAD suivants : pertinence, efficacité, durabilité,efficienceetgenre.

4.5.3 Méthodologie

Littératureetvisitedeterrain(Belgique)

Collectededonnéesàtravers:


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- Entretienssemi-structurés- Ateliersderestitutionetderéflexion

Analysedesdonnées:comparaisonconstanteetanalysedediscours,triangulationdesdonnées

4.5.4 Constatationsetrecommandations

Pertinence

Questiond’évaluation

HowdoesadvocatingeducationalchangethroughtheS4Rapproachcontributetotherealisationofuniversalchildren’srights?

Constatations

Concernantl’axedetravailS4R

Globalement, les résultats du travail S4R sont très positifs, même s’il faudra vérifier si leschangements seront structurels dans le temps. Le succès du S4R dépendra fortement du degréd’appropriationdesprincipesetchangementsde lapartdesacteurs locaux(direction,enseignants,élèves,acteursexternes–p.ex.parents,acteursdedequartier).LasystématisationdesexpériencesS4Rpeutengendrerdesargumentspourrenforcer l’argumentairedePIBauniveauduplaidoyeretrenforcercertainementsalégitimitéenverslesacteursduterrainetpolitiques.L’approcheS4Rensoinepourrapasavoirunimpactstructurelentermesdedroitsdel’enfantsdansl’enseignement,pourcelailfaudradeschangementsdepolitiquesd’enseignement.

Concernantl’axedetravailduplaidoyerenfaveurdesdroitsdel’enfantdansl’enseignement

Au niveau de la FWB, l’agenda des acteurs de l’enseignement était accaparé par les réformesimportantesetprioritairesliéesauPactepourunenseignementd’excellence.Ilétaitdifficiledefaireentendredesdemandederéformespourunemeilleurepriseencomptedesdroitsde l’enfant.EnFlandreilyavaitplusd’ouverture.Danslecontexteflamand,PIBaoptépourinvestirdanslamiseenœuvre des politiques droits de l’enfant dans l’enseignement, avec succès. La réputation de PIB, yinclus son impartialité, a contribué à son influence politique. En termes d’alliances, la plupart desalliances de PIB dans cet axe de travail sont issues du secteur d’ONG et ABSL, il y a très peud’organisationsissuesdumondedel’enseignement.

Recommandations

S4R

- VérifiersiuneimplicationaccruedesélèvesdansS4RdèsledébutaugmenteraitlepotentielduS4R(pourcelailfaudraitéchangeraveclesorganisationsissuesdumilieudesélèves)etlecaséchéantdévelopperdespistespourcela;

- S’approcherd’organisationsd’élèvescommeleVSK;- Renforcerlaculturedeparticipationdesélèvesquiestfaible;- Prendre en compte les craintes des enseignants envers les processus S4R dès le début et

danslediscoursconcernantS4Renverseux,pourqueS4Rleurapparaissecommeunatoutetnoncommeunfardeauadditionnel;

- Réfléchir à comment le S4R peut fonctionner dans les écoles «à problèmes», où lesprocessus S4R semblent être peu prioritaires comparés aux autres urgences en milieuscolaire;quefaut-ilpourqueles4Rfassesensdanslesécoles«àproblèmes»?

- Systématiser letravailS4Retentirerdes leçonspouralimenterd’autresaxesdetravaildePIB(participationdejeunes,lienentreS4Retleplaidoyerpolitique,repenserlesrôlesjouéspard’autrespartiesprenanteslocales,…);

- DiffuserdeshistoiresdesuccèsS4Rverslegrandpublic;


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- ArticuleravecleprogrammeSud(pourentirerdesleçonspotentiellementutilespourleS4R,chercherdesarticulations,etc.).

Plaidoyer

Stratégiesd’incidence

- Identifierdesportesd’entrée thématiquespotentiellesnouvelles etdepossiblesnouvellesalliances;

- Faireladistinctionentreagenda-setting,incidencesurlespolitiques(législation)etinfluencesurlamiseenœuvredespolitiques;

- Renforcerlecaractère«evidence-based»duplaidoyer;- Analyserlesperspectivesd’untravailsurlescurriculumsetlesmaisonsd’édition;- Analyserlesperspectivesd’impliquerlesélèvesdirectementdansleplaidoyer;- Renforcer/repenserleplaidoyerenCommunautéfrançaise.

Alliancesetespaces

- Chercher des articulations avec le secteur de l’enseignement, en particulier le VSK et lessyndicatsd’enseignants;

- RenforcerleVLORpourladéfenseetpromotiondesdroitsdel’enfant;- Wallonie-Bruxelles:ouvrirl’éventaildepartenariats,d’alliances,decontacts;- Analyserlesperspectivesdelancerunecoordinationbelgemulti-acteurpourleplaidoyersur

lesdroitsdel’enfantdansl’enseignementetsipossiblepasseràl’acte;- RenforcerlesrelationsavecUNICEF.

Apprentissage

- Élaborer des méthodologies de systématisation d’expériences pertinentes de plaidoyer,commep.ex.l’expérienceavecGO;

- Analyserlepotentielduplaidoyerauniveaulocalparlesélèvesenapprenantdel’expériencedeKortrijk.

Efficacité


To what extent are the different types of policy engagement effective to influence the BelgianDevelopmentCooperation?

Constatations

D’unepart,larhétoriquedelaDGDestenfaveurdesdroitsdel’enfantdanslacoopérationetdéfendledroità l’éducation,maisd’autrepart lebudgetdans lacoopérationdédiéà l’éducationdiminuesanscesse.Étantdonnéladifficulted’avoiruneinfluencetangiblesurcettesituation,ilpeuts’avérerplusstratégiquederechercheruneinfluencesurlescontenusdel’éducationdanslacoopération,p.ex. sur les choix concernant le type d’enseignement, les secteurs d’éducation, ou encore lesmodalitésdel’accèsàl’éducationquelacoopérationpromeut.PIBjouitd’unelégitimitéimportanteauxyeuxdesdécideurs,maissavisiondudéveloppement(le«modèle»dedéveloppementquePIBdéfend) est peu explicite. Réseaux: Educaid.be est important pour PIB et vice-versamais l’impactd’Educaid.beentermesd’influencesurlespolitiquesdecoopérationestlimité.

Recommandations

Plaidoyer

- Nepasperdreduterrainentermesdebudgetpourlacoopérationetpourl’éducation;


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- Mettre l’accent sur le contenu de l’éducation dans la coopération (éducation privée oupublique, en contexteurbainou rurale, quels secteursd’éducation, si c’estpour améliorerl’insertionaumarchédutravailalorspourquelstypesd’emplois,…);

- Articulerl’éducationavecd’autresODD(climat,genre,santé,…)etacteursthématiques- Renforcer le lien avec le Sud (programmes, acteurs) pour une argumentation davantage

evidence-basedetunelégitimitéaccrue;- Articuler l’approche PIB avec l’approche sur les droits et une réflexion sur le modèle de

développement- Renforcementd’alliancespolitiques(Parlements,niveauinternational,…)

Alliances

- Renforcerlesalliancesavecorganisationsetréseauxcommevéritablestratégied’influence- Renforcer Educaid (le secretariat, le fonctionnement des groups de travail, le

fonctionnement interne, l’articulation avec d’autres reseaux, avec des alliances politiques,…);

- Creuserlaquestiondel’adhésionaveclescoupoles11.beetCNCD;- Renforcer liens internationaux pour l’accès à des études, à des informations, à des

évènements,etc.

Durabilitéetefficience


How sustainable are the methods, instruments, materials developed in the context of the S4Rprogramme(financialandcontent-wise)?

Howsustainableare themethods, instruments,materialsdeveloped in thecontextof theadvocacystrategies(financialandcontent-wise)?

To what degree is PIB necessary for the S4R processes within schools to keep functioning andexpanding?

Constatations

Le travail dans les écoles porte fruit, mais la durabilité des processus dépend fortement del’engagement des acteurs dans les écoles et de l’autonomie des processus (qui doivent devenirendogènes).Lesitewebavec lesoutils fonctionne,maisest-cesuffisant?PIBrestenécessaireavecses capacités et son expérience. Le rôle de l’État doit se renforcer en lamatière pour que le S4Rs’institutionnalisedavantage.DenombreuxfacteursfragilisentlesprocessusS4Rdanslesécoles.Lesélèves n’ont pas de culture de participation. Le réseau d’organisations impliquées dans S4R restepetitetaxéONGetASBL(peud’acteursdel’enseignement).

Recommandations

- Mettrel’accentsurl’appropriationdanslesécoles(augmenterrôledesélèves?);- Élargiretrenforceralliances/partenariats:chercherdesallianceshorsréseauNord-Sud;- Réinventerlaparticipationauseindesélèvesetouvrirversd’autresacteurslocaux;- ArticulerS4R,plaidoyeretletravaildansleSud;- SensibiliserlegrandpublicàtraversdeshistoiresdesuccèsS4R;- Promouvoirdavantagel’institutionnalisationdeS4RauniveauÉtat;- ÉlargirlesoutilspourlesécolespourrenforcerleurautonomieenS4R.

Genre



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HowcouldPIB interventionsbetter contribute to the transformationofgender relations inBelgiumandinthepartnercountries?

Constatations

PourPIB,cettethématiqueesttrèsimportantemaispourlesalliancesdanslesréseauxetlesespacesellel’estbeaucoupmoins,surtoutsionlacompareauxenjeuxprincipauxdesespacesenquestion.Ila été difficile pour les évaluateurs d’entamer des discussions de fond autour de cette thématiqueaveclesorganisations.

Recommandations

- Tirer des leçons des programmes au Sud où le genre occupe une place centrale pouralimenterletravailsurS4Retleplaidoyer;

- RenforcerlathématiquedugenredanslesécolesS4R:o Lancerdesprocessusderéflexionsurlegenredanslesdroitsdel’enfantetleS4Rau

seindesécoles;o Sensibilisation des parties prenantes, également hors école mais toujours en lien

avecl’école(lacommunautééducative);- Renforcerlescapacitésdeenseignantsetdeladirectiondanslathématiquedugenre;- Renforcerlesalliancesautourdelathématique(VieFéminine,LeMonceSelonlesFemmes,

auniveauinternationalaussi,…).


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5 GLOBALANALYSISONTHREETRANSVERSALTHEMES

5.1 Gender

Gendertransformative–Howgendertransformativearetheapproachesandwhicheffectsdotheyhavesofarongenderdynamics?

With its gender-transformative approach, Plan International wants to tackle the root causes ofgenderinequalityandreshapeunequalgenderandpowerrelationstorealisegirls’rightsandgenderequality. This approach is to underlie all of Plan’s projects and programmes, so that through thecombinedefforts,PlanInternationalwillultimatelycontributetogenderequality.

Planhasidentifiedsixkeyelementsofgendertransformativeprogrammingandinfluencing:

1. Addressgendernormsthroughoutthelifecourse2. Strengthengirls’andyoungwomen’sagency3. Workwithandsupportboys,youngmenandmen4. Advanceboththeconditionandpositionofgirls,youngwomenandwomen5. Respondtotheneedsandinterestsofgirlsandboysinalltheirdiversity6. Fosteranenablingenvironmentforgenderequalityandgirls’rights

5.1.1 Findings

Gender is an important subject forPIBandotheractors recognizePlan’s know-how in this regard.Findingsfromthemid-termevaluationfortheprogrammeinBelgiumsuggest,however,thatgenderis less important for other actors active in the field of advocacy and education.Moreover, as it isquitechallengingtoobtainchangeswithinthisfield,actorsfeltitwouldbehardtoincludeanalltoospecific focus on gender. In the context of the S4R-intervention, gender is less present and PIBdecidednottoemphasizethegender-transformativeapproach.

Withafocusoneducationandprotection,inparticularofgirls,theprogramme inBeninaddresseskeyissuesrelatedtogender.Theevaluationsuggeststhatthedifferentinterventionsimplementedintheframeworkofthisprogrammearerelevantwithregardtoagender-transformativeapproach,andanumberofresultscanbeidentified.Theschoolgovernments, inwhichgirlsarewellrepresented,activelytrytoensuretherighttoeducationofgirls,throughsensitization,aswellasthroughfollow-upofgirls(andboys)atriskofabandoning.Inthesameway,theysensitizetheirpeersonsexualandreproductivehealthandontheprohibitionofcorporalpunishment.Theworkofcommunity-basedchild protection committees addresses similar issues (protection, pursuit of education) at acommunity-level.Findingssuggestthatbothstructuresdomakeadifferencebothinindividualcasesandthroughtheirsensitizationwork.Thesavinggroupscreatedintheframeworkofthisprogrammeareeffectivewith regard to (economic) empowerment andeducation; families andgirls nowhavethe means to pay for school-related costs. Intergenerational dialogues hold great potential toaddressgenderissues.Themostimportantresultsofthisapproachsofarseemtobetheimplicationof men and the creation of an enabling environment to address these issues. The football teamstarted in Atacora is a key example of a gender transformative approach, empowering girls andchanging gender norms at the same time. Themain points of attention include persisting genderstereotypes at the level of some religious and community leaders, for instance on the division ofrolesinthehousehold,andtheinclusionofmenandboys.

Theprogramme inBoliviahasa focusongirlsandwomen’sempowermentand iseffective in thisregard. Through PESIC, girls take on amore active role in school governance bodies, such as theFederacióndeEstudiantesandtheConsejoEducativo,andarerecognizedforthisbyotherstudents.


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ThewomentakingpartintheECCE-partoftheprogrammeacquireknowledgeandinformation.Attimes,theseprocessesofempowermentgohandinhandwithchangesinmen’sbehavior:theymaytakeonmoretaskswithinthehousehold,orbemorewillingtoacceptgirls’leadership.Despitethesesteps forward, many challenges remain. It is still challenging to ensure men’s participation inworkshops on gender or gender-based violence. Likewise, the empowerment of girls and womenmayprovokenegativereactionsfromotheractors,menandwomen.ThisistrueparticularlyforthePESIC-partof theprogramme. Finally, gender-basedviolence remains a key concernandgenderedstereotypesonrolesandresponsibilitiesofwomenandmenprevail.

Thedifferentprogrammeinterventions inNigerholdthepotentialtotransformgendernormsthatstand in thewayof gender equality, and a number of results can be observed in that regard. Forinstance,boththeconditionandpositionofgirlsareimprovedthroughtheprofessionaltrainingtheyreceive,as itopensnewperspectives for the future, reduces the riskofchildmarriage,andallowsgirls to generate their own income and to contribute within their household. The inclusion of atrainingonentrepreneurshipwouldlikelyreinforcepositiveoutcomes.Atthesametime,discussionswithgirlssuggestedthattheyhavenotquitecometoquestioncertainpractices(ex.thedivisionoflabourat thehousehold,decisions related to thenumberofchildren theywouldhave), thatentailtheriskofreproducinggenderedinequalities.Inthesameway,theparticipationofmenintheFARNisnotalwaysagiven.Atthecommunitylevel,itcanbenotedthatcommunity-basedchildprotectioncommitteesanddutybearerssuchasreligiousandcustomaryleadersdefendgirls’education.Amongsomeoftheseactors,certainstereotypes(ex.relatedtothedivisionoflabourortheparticipationofwomen)prevail.The‘cluboffuturehusbands’isanexcellentapproachtoensuremen’sparticipationin processes of transformationof gender norms. Findings suggest that on the conditionof a goodselection ofmembers and a thorough training and follow-up, the youngmen in these groups canindeedmakeimportantcontributionstotransformingunequalgenderrelations.

TheprogrammeinVietnamisnotgender-transformativeinitsdesignnordoesithavetheambitiontobe.ThedocumentarystudyontheprogrammeinVietnamrevealsthatrelativelylittleattentionisbeingpaidtosystematically take intoaccountgenderdynamics.Most importantly, theprogrammebaseline report does not include an analysis on gender relations; references to gender aremainlylimited to disaggregated data. The annual reports do refer to gender, identifying the inclusion ofgenderequalityasatrainingtopicinthenationalpreschoolteacher-trainingprogramasaresult.Inthe same way, teacher training materials have been reviewed to include gender. With regard toDRR/CCA, the importanceof the interplaybetweensocialnormsand theopportunities forwomenandmen toparticipate toanequal footing inDRR/CCA interventions is identified.Theprogrammetries toaddress thisbyavoidinga separationof rolesand responsibilitiesbasedongender.Duringthe field visit, it was noted that gender inequality is not identified as a critical issue by keystakeholders(bothrightsholdersanddutybearers).Assuch,parentsintheparentinggroupdidnotidentify differences in needs for boys and girls, and the preference for boys over girls is largelyconsideredtobeathingofpast.Whenitcomestorolesandresponsibilitiesforfathersandmothers,stakeholders do observe differences. Likewise, it is recognized that child marriage is an issue.Students and teachers involved in the DRR/CCA activities generally do not identify gender issuesrelatedtotheimpactofnaturaldisastersandclimatechange.ThePlanInternationalVietnamofficeiscurrentlydrafting itssituationalanalysisusinggendermarkerstoanalysegender issuesandtheirroot causes. Based on these findings, Plan International Vietnam plans to develop programmaticinterventionstotackleunequalgenderrelations.Atthemoment,programmestaff,nationalstaffandother stakeholders (both at the local and national levels) have difficulties identifying potentialobjectives regarding gender transformative processes. The cooperationwith VWU as a partner toimplement gender transformative processes offers the advantageof the reachof theorganisation(i.e.fromlocaltonationallevels),butsomepotentialriskscanalsobeidentified.Thefactthatitisawomen’sorganisationmaybelimitingwhentryingtoincludemen.


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5.1.2 Generalobservations

With regard to the six elements of gender transformative programming and influencing identifiedabove,thefollowinggeneralobservationscanbeformulated:

1. AddressgendernormsthroughoutthelifecourseIn the countries where the programme contains a component on ECCE, attention to gender isincluded(ex.developmentofmaterials,inclusionoffathers)andsomeresultscanbeobservedinthisregard(ex.increasedparticipationofmenintakingcareoftheirchildren),butfindingssuggestthatitistooearlytospeakofarealtransformationofgendernormsinthisregard.

2. Strengthengirls’andyoungwomen’sagencyThe cases of Bolivia, Benin and Niger illustrate that various interventions implemented in theframeworkoftheprogrammedoengendergoodresults instrengtheninggirls’andyoungwomen’sagency(ex.theparticipationofgirlsinschoolgovernancebodies,thecreationofafootballteamforgirls,professionaltraining).

3. Workwithandsupportboys,youngmenandmenWhereas the participation of men is clearly a point of attention in the implementation of theprogramme in thedifferentcountries (ex. theparentinggroups inBolivia,NigerandVietnam), it isnot always easy to ensure this participation. Examples of good practices include theintergenerationaldialoguesinBenin,andthecluboffuturehusbandsinNiger.

4. Advanceboththeconditionandpositionofgirls,youngwomenandwomenThe creation of saving groups in Benin and Niger, in addition to training and sensitisation oneducation and child marriage, are good examples of this double and mutually reinforcing focus.Indeed,girlsarenotonlyenabledtotaketheirlivesandfuturesintheirownhands;sensitisationatthecommunitylevelensuresthattheunderlyingrootcausesofinequalitiesareaddressedaswell.

5. RespondtotheneedsandinterestsofgirlsandboysinalltheirdiversityFindingssuggestthatisimportanttocarryoutasituationalanalysisfocusingongender,inclusionandage and to follow-upon thesematters throughout programme implementation, to ensure that allneeds, interestsand risksare thoroughly taken intoaccount.Anyprogrammeshouldallow for thenecessary flexibility to adapt interventions accordingly in the course of the programme. A case inpoint to be examined is the possible increase in violence reported notably by boys in schools inBenin.

6. Fosteranenablingenvironmentforgenderequalityandgirls’rightsThe involvementofPlanand itspartners in influencing tocreateanenabling legislative,budgetaryandpolicyframeworkiskey.Findingsfromthemid-termevaluationsuggestthatinBeninandNiger,partners are taking on this work with some success, as discussed elsewhere in this report. InVietnam, the collaboration with the VWU contains some potential as well as some risks in thisregard.

5.1.3 Conclusions

Despitethefactthatthegender-transformativeapproachhasbeendevelopedandimplementedatthe level of Plan International only after the programmewas drafted, findings from themid-termevaluation suggest that the programme does contribute to a transformation of unequal genderrelations inanumberofways. Indeed,overrecentyears, thedefenseofgirls’ rightshasbecomeakey objective for Plan in all its interventions. As such, the gender-transformative approach canbeimplementedonfertileground.


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The most important results can be observed with regard to the strengthening of girls’ agency,position and conditions. The inclusion and participation of men, on the other hand, is a morechallengingaspect.

It is important topointout thatgender is closelybound tootheraspects suchas culture, religion,ethnicity, age, etc.A transformation inunequal gendernorms cannotbe imposed fromabovebutneedstobetheresultoflocalprocessesofchangewhichaninterventioncanfacilitateorreinforce,butnotforce.Thisalsomeansthatanychangesinthisregardmaytakealotoftimeandthatworkneedstobecarriedinclosecooperationandconstantdialoguewithallkeystakeholders.

5.1.4 Recommendations

In order to implement a gender-transformative approach, the approach as developed by PlanInternationalhastobecomethemainreferenceframeworkwhendraftingprogrammes,establishingpartnerships and identifying interventions. With regard to future programmes, findings from themid-termevaluationsuggestthatparticularattentionshouldbepaidtotheinclusionofboys,youngmenandmen.

Anyprogrammeor interventionshouldbeprecededbya thoroughsituationalanalysis focusingongender, inclusion and age. Programmes should be followed up via indicators measuring changes(bothpositiveandnegativechanges,ex.anincreaseofviolence,achangeinpowerdynamicswithinthe household) and the programme should allow for the necessary flexibility to adjust theprogrammeinterventionsaccordingly.

Lastly,whereas a number of results have been obtainedwith regard to the improvement of girls’agencyandconditions,itneedstobekeptinmindthatempowermentisaholisticprocess.Assuch,attentionneedstobepaidtothepersonal(self-confidence,self-esteem,acceptance/non-acceptanceofgendernorms,knowledge),therelational(takingpartandinfluencingassociationalandpubliclife,independent income, control over time, control of household assets), and the development ofeconomic resources. The first aspect (the personal), while key, seems to remain underexposed insomecasesandcouldbedevelopedmorethoroughlyinfutureprogrammes.Inthesameway,whilestepshavebeenmadewithregardtheeconomicempowermentofyoungwomen,amoreintegratedapproach(i.e.includingentrepreneurialskills)wouldbebeneficial.

5.2 Advocacy/Policyinfluencing

InlinewiththeGlobaltheoryofchangePlanwantstoincreasetheirfutureadvocacyefforts–whichlessonscantheylearnfromtheirongoinginterventions?Aretheytargetingtherightactorswiththerightmessages?(appropriatepowermapping,strategies?)

PlanInternationaldevelopsdevelopmentandhumanitarianprogrammestosupportchildren’srights,withaspecificfocusongirls, inmanydifferentcontexts.Theseprogrammesworkthroughamixofrights-based and basic needs-based approaches, for example, supporting local social services(schools, child care, …), capacity strengthening for children and caretakers depending on theirspecific needs, sensitizing actors and public opinion on children’s and girls’ rights, etc. However,gradually, theawarenesshasrisenthat toachievesustainable improvementofchildren’sandgirls’rights,“traditionalinterventionsonthefield”willnotsufficeandthatstructuralchangesareneeded.For this to happen, policy changes are crucial. The absence of adequate laws and the absence ofmechanisms to monitor and enforce their implementation are increasingly seen as some of thecausesforongoingchildrenandgirls’rights’violations.

This awareness has led to an increased weight of policy influencing as a strategy in PlanInternational’s global agenda.Policy influencing isnow integrated in theorganisation’s global ToC,whichconstitutesthebasisforprogrammeinterventionsdesignedbyofficesofPlanInternationalall


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over theworld.As such,policy influencing ispartofPIB’sDGD-financed5-yearprogramme (2017-2021).Inthisprogramme,PIBhasdevelopedpolicy-influencingstrategiestowardsBelgiandecision-makers,andalsointhepartnercountriespolicyinfluencingispartoftheprogrammestrategies.

Putting a global policy influencing strategy into practice requires fundamental options to beconsideredbyPIB,inclosecooperationwiththecountryoffices,regardingthedifferentanglesfromwhichtheinfluencingstrategiescanbeshaped,eachanglewithitsownspecificityandinterveningindifferentprocessesofsocialchange,e.g.:

• Policy influencing can be done directly by PIB in Belgium or by country offices in theirrespectivecountries.Butitcanalsobedonejointlywithpartnersorothernationalactorsorthrough (broader) networks in which Plan is present. And finally, it can be done by theprogrammepartnerswithPlan’ssupportrestrictedtostrengtheningpartnerorganisationsintheirownadvocacyprocessesandspaces.

• PartnersinadvocacyworkcanbespecialisedNGOs,butalsosocialmovementsorgrassrootsorganisations.

• Policyinfluencingcanbedirectedtowardsdifferentlevels:the(inter)nationallevel,thelocallevel (municipal, community), but it can also be directed to the interplay and the linkagesbetweendifferentlevels.

Alloftheseapproacheshavedifferentimpactsregardingsocialchangeandimplychoicesthathavetobemade.

5.2.1 Observations

IntheBoliviancountryprogramme,localactorsinbothECCDandeducation(PESIC)engageinlocalpolicyinfluencingandmonitoring,albeittovaryingextents.Inthecaseoftheeducationproject,thisisdone through localparticipation spaces createdby thenational legal framework (Education Law070):students,parentsandschoolauthoritiesengagetogetherindialogueandcoordinationspacesoneducationissues.Parentsandstudentsinparticulargetempoweredtoparticipateandvoicetheirneeds and preoccupations in these arenas of dialogue and participation, through the programmesupport they receive. Themunicipal authorities accept and recognize these processes of dialogueandcoordinationaslegitimateconsultationbecauseoftheirincorporationinnationalpolicy.FortheECCD-componentoftheprogramme,communitylevelactors(mothersinparticularandincreasinglyfathers),aswellaslocalState-level(municipal)institutions,areshowinghighlevelsofengagementintheactivitiesandpracticespromotedbytheproject.However,forECCD,actorsgenerallystatethatlocal level policy influencing is still incipient and sustainability of the current new practices(supported by the programme) remains fragile because of lacking legislation at all administrativelevels. Both programme components are illustrative examples showing that legislation and itsimplementation are crucial for sustainability of local dynamics and therefore of the programmeresults; inthecaseofPESIC,existingnational legislation isseenasacrucialconditionforstructuralchanges at the local level,whereas in the caseof ECCD, the absenceof legislation is consideredamenace forstructuralchanges, inspiteof thepositive localdevelopments.Forboth themes (ECCDand education), influencing towards national level policy makers is still incipient. Few formalinfluencingstrategiesaredevelopedatnationalorsupra-local level,exceptforrecentinitiativesviathenationalHemisphericnetwork(ECCD),inwhichPlanInternationalBoliviaplaysanimportantrole,andviaCNC-CEPOSdynamics relating to theelaborationof the regional curriculumsaspartof thePESICprogramme.

Influencingplaysan important role in the twoaxesof theprogramme in Belgium: It is thecentralfocusoftheaxeconcerningchildren’srightsindevelopmentcooperationanditisoneoftheexplicitstrategies for PIB’swork on children’s right in Belgian schools. For itswork on children’s rights indevelopmentcooperation,PIBputspolicyinfluencingintopracticebothasanindividualactorandasamemberofnetworks(forexample,Educaid.be).Bytheothermembersofthesenetworksandby


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decision makers, PIB is appreciated for its professionalism, referring to thematic knowledge andknowledge of political work (e.g. experience in elaborating parliamentary questions), as well asbecauseofitslegitimacycreatedbyitsworkwithdirectbeneficiariesandpartnersintheSouth.Theotheraxeoftheprogramme,PIB’sareaofworkonchildren’srightinBelgianschools,hastwoexplicitstrategies:advocacyandS4R(SchoolforRights,i.e.supportingprocessesofchangewithinschoolsinfavour of children’s rights). Regarding the advocacy part, PIB operates predominantly on anindividualbasis.Here,itsworkonS4RinBelgianschoolscreatedanimportantleveloflegitimacyforPIBtowardsGO,whichopenedupopportunitiesforinfluencing,suchasthepossibilitytocollaborateon the “Leerlijnen”. However, policy influence at higher policy levels was limited, partly due toschools’autonomyindecidingontheirwaysofworking,butalsobecausePIBwasnotyetrecognisedas a representative of the education sector in the North. Here, working in collaboration withrepresentative organisations such as the VSK (student organisation) could have strengthened itspositiontowardsdecisionmakers.

InBenin, themid-termevaluationhasexploredthe influencingeffortsyoungpeoplehaveengagedin.OneoftheapproachestheyusearetheCommunityScoreCards,anapproachtosocialauditsthathas been developed to evaluate social services in a participatory manner. In the context of theImpact-Elleprogramme,theapproachisusedtoevaluate‘theschool’.Allrelevantactorsareunitedtodiscusstheissuesthathavebeenidentifiedandtoformulatesolutions.TheSchoolGovernmentsplay a key role in this process and the practice is strongly appreciated. Another good practiceincludes the well-attended round table, organised by the partner CBO-EPT, to discuss corporalpunishmentandGBVatschool.Animportantfavourablefactorintheengagementofyoungpeoplein influencingefforts includestheaccompanimentandtrainingtheyreceivefromthepartners.Theinclusionofyoungpeopleininfluencinghasgeneratedachangeinthemind-setofdecision-makers,who have come to take into account the voice of young people. This has resulted in a range ofpositivechanges,attheleveloftheschoolaswell(ex.lessdrop-outfromgirls)asatamorepersonallevelfortheyoungpeopleinvolved(ex.self-confidence).

Plan International Vietnam collaborates with the strong national partner VWU (VietnamWomenUnion).VWU,whichisanationalmassorganisation,playsanactiveroleininfluencingstrategiesthatare in linewith theobjectivesofPlan International. Thishas led toachievementsatnational levelpolicies,amongstothers,withinthethemeofECCE.Apparently,inthiscase,conductinginfluencingin collaboration with a strong national representative organisation has proven to be a successfulformula. Regarding DRR/CCA, Plan International Vietnam did not have such a strong influencingimpactat the levelof theMinistryofAgricultureandRuralDevelopment (MARD), amongstothersbecause of lack of expertise and legitimacy for that specific topic from MARD’s point of view.InfluencingatthelocallevelremainsachallengeintheVietnamprogramme.Whereassomepartnersdoput intopractice influencingat the local level, local targetgroups (children,parents)donotyetengage in local influencing activities. Current commitments and insights to empower parentinggroupsarelesswelldevelopedintheprogramme.

InNiger, influencing activities are realised by Plan InternationalNiger’s implementing partners forthisprogramme,especiallyCONIDE,whichisacoalitionoforganisationsdefendingchildren’srights.OtherimplementingpartnerssuchasAEC,ANTDandASO-EPTalsoengageinpolicyinfluencing,andthepresenceofallimplementingpartnersonthegroundallowsforafollow-upofadvocacyefforts.CONIDEconductsitspolicyinfluencingatvariouspolicylevels,rangingfromthelocal(municipal)tothe international level.At the local level, theevaluatorshighlightedCONIDE’s policy influencing incollaborationwithlocalcommunityauthoritiessuchasvillagechiefsandimamsonchildren’srightsand equality for girls, with a specific focus on ending child marriage, on child protection and oneducation.CONIDEdevelopsvariousstrategies inordertostrengthen itsworkwiththecommunityandmunicipalauthorities.CONIDEcombinesinfluencingatthelocallevelwiththestrengtheningoflocalactors’capacities,e.g.regardingtheinclusionofmattersrelatedtochildren’srights,educationand protectionin local budgets. This combination of local influencing and the strengthening ofcapacities has had impact, e.g. local legislation on child marriage. At the national level, CONIDE


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conductspolicy influencing towardsparliamentarians,e.g.byorganisingparliamentarydayson thetopicofchildren’srights,particularlyaddressingchildmarriage.CONIDEalsodoespolicyinfluencingat the international level. Globally, it can be stated that PIN’s partners include a vast stakeholderanalysisintheirinfluencingstrategiesandthatthelatterareadaptedtothecontextsatthevariouslevels of intervention. They succeed in agenda-setting (child’smarriage, education, CFM) and theyhaveaninfluenceinlegislation,especiallyatthelocallevel.Itwasnotpossiblefortheevaluatorstoexaminetheextenttowhichpolicychangesleadtopracticechanges(policyimplementation).Finally,local and religious leaders show little confidence in local policy influencing,which is an issue thatneeds to be addressed in order to further strengthen local community actors’ potential for policyinfluencing.

5.2.2 Conclusionsandrecommendations

Themid-termevaluationof the country programmesbrings out various elements regarding policyinfluencingthatofferguidancetoPIBinitsoverarchingreflectionsattheinstitutionallevel.

Firstofall,particularattentionneedstobepaidtoholdingthelocallevel(municipality,community)accountable, as this is where policy is supposed to have an impact. The local level should be thestarting point of policy influencing and monitoring, which should be put into practice by locallegitimate(representative,orgrassroots)actorsthroughmechanismsatmunicipallevels.Incontextswhere such mechanisms already exist (e.g. the Bolivian case regarding education, to a certaindegree), the creation of new (exogenous) platforms or arenas for consultation and cooperationrunningalongsideexistingonesshouldbeavoided.Onlyifthosemechanismsdonot(yet)existordonot function adequately, aiming at creating or improving them can be part of developing policyinfluencing in cooperation programmes. Moreover, the strengthening of local actor’s influencingcapacitiesisalogicaladditionalstepintheprocessofreinforcinglocalcommunityandmunicipality’sactors;theextrainvestmentthisrepresentswillbelowcomparedtotheaddedvalueitwillgenerateintermsofstrengtheninglocaldemocracyandthussustainabilityoftheintervention.

However, promoting policy influencing at the local level, aiming at strengthening community-levelactorsandpositivepolicyatmunicipallevel,maynotbesufficienttoachievethestructuralchangesdesired.Policycanbeabsentordeficientatintermediateornationallevels,thusneutralisingpossibleimprovementsatlocallevel(practicechanges).Thisiswhyprogrammesshouldaimatcontributingtocoherentpolicyandimplementationatallrelevantadministrativelevels.ItisPIanInternationalandits allies’ responsibility to analyse theoverall policy situation, identify the specific levels andareaswherepolicyand/oritsimplementationaredeficient,andwhereinfluencingisneeded.3

The influencing strategies must be built upon the analysis of the specific policy levels and areaswhereinterventionisneededforstructuralchangetohappen.

Thefindingsof themid-termevaluationat thecountry levelalsogiveorientationsregardingwhichtype of actors should be involved in these influencing strategies, indicating that when possible,membership or grassroots organisations should participate in the influencing strategies. Indeed,when aiming at structural – sustainable – changes, it is important that representative civil societyorganisationsarecapableofplayingtheirroleinlocaldemocracy,i.e.understandingtheneedsofthepopulation they represent, monitoring relevant policy processes, and holding their authoritiesaccountableattheirrespectivelevels.ThismeansthatPlanInternational,inBelgiumandatcountryoffice level, should always keep thebroader stakeholder analysis inmind anddefine their specificrole(s) in collaboration with legitimate local actors. In some cases, it will be more strategic for3Withlevels,werefertoallrelevantnationalandsubnationaladministrativelevelswherepolicyinfluencingisneeded.Withareas,werefertopossibleinfluencinginterventionareas,suchas:

- Policyformulation- Policyimplementationmechanisms,includingbudgets- Policymonitoringmechanisms


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countryofficestodoinfluencingalone(whenlocalCSO’sdonothavethecapacitytodoinfluencingbythemselves),inothercasestheyshoulddoinfluencinginallianceswithrepresentativecivilsocietyorganisations (or socialmovements), and yet in other cases the roleof the countryoffices canbemerelyfocussedonstrengtheninginfluencingcapacitiesofrepresentativecivilsocietyorganisations.

Finally,SouthResearchrecommendsthatPIBshouldsetupaglobalviewonpolicy influencing, i.e.elaborateacommon(global) influencingframeworkandobjectivesinordertoguidethechoicestobemaderegardingadvocacyinNorthandSouth,toarticulatepolicyinfluencinginNorthandSouthand thus enhance coherence and synergy between advocacy inNorth and South. This should alsoleadtobetterchoicesandmoreeffectivestrategiesregardinginfluencingatthegloballevelthroughglobal networks, serving as an umbrella-level encompassing influencing in North and South andbuildingupconcretearticulationsbetweennationalandglobaladvocacylevels(e.g.Educaid.beandGCEinBelgium,EPTinBeninandNiger).

5.3 Community-basedapproach

In thedifferent interventionsPlanattempts towork throughparticipativeapproaches (communitybased approaches) – how does this contribute to increased sustainability and quality servicedelivery?Sustainabilityisconcernedwithmeasuringwhetherthebenefitsofanactivityarelikelytocontinueafterdonorfundinghasbeenwithdrawn.Projectsneedtobeenvironmentally,aswellasfinanciallysustainable.Whenevaluatingthesustainabilityofaprogrammeoraproject,it isusefultoconsiderthefollowingquestions:

- Towhatextentdid/canthebenefitsofaprogrammeorprojectcontinueafterdonorfundingceased?

- What were the major factors which influence(d) the achievement or non-achievement ofsustainabilityoftheprogrammeorproject?

(OECD,1986;OECD,1991;OECD2000)4

In the above-mentioned transversal question the link is made between participatory approaches(communitybasedapproaches)andthesustainabilityofresultsandoutcomes,whetherthebenefitsof an activity are likely to continue after donor funding and support has been withdrawn.Sustainability of results is often linked with the extent to which stakeholders5, the groups andassociations in which they are organized, become independent, autonomous, and empowered (todefend their rights, to hold others accountable for their rights, to take their owndecisions...). Thisangle has shaped the analysis of this transversal question during this evaluation. In the followingsectionwebriefly describe how the different country programmes relate to this line of approach.Doing so offers the opportunity to take into account context specific elements that are importantexplaining factors forwhya certainapproachworks (better) inaparticular context.After that,wedrawsomegloballessonslearnedthatgivewaytorecommendationsforPIB’sfutureprogramming.

5.3.1 Findings

InBolivia,thePESICprogramme,implementedbyPlanBolivia,isgraftedonanendogenousprocessandthedynamicsatthelocallevel(community)areastrongandimportantcatalystfortheprojectanditsresults. Intheprogramme,thereisastronginvolvementofcommunityorganizations,going

4Sources:TheDACPrinciplesfortheEvaluationofDevelopmentAssistance,OECD(1991),GlossaryofTermsUsedinEvaluation,in'MethodsandProceduresinAidEvaluation',OECD(1986),andtheGlossaryofEvaluationandResultsBasedManagement(RBM)Terms,OECD(2000).Retrievedfromhttps://www.oecd.org/dac/evaluation/daccriteriaforevaluatingdevelopmentassistance.htm5inthiscaserightsholders(childrenenyouth)andtheseveraldutybearers(parentsandparentinggroups,teachersandschools,communityvolunteersandvolunteeringgroups,…)


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beyondcapacitybuildingandtrainingactivities.Thesecommunityorganizationsaretakeninhandbyresponsive communitymembers (women,mothers, youngpeople) that lead these "asprojects" intheir municipality. For these community members, participating in the programme is not only aquestionofattendingtrainingsandmakingsurethattheright(relevant)themesareaddressed,butalsoaboutbeing recognized in the roles theyget in thesecommunity-basedorganizationsvis-à-visthemunicipality and other local governmental authorities. The fact that the programme ismulti-thematic (multidisciplinary focus) with topics that are considered highly relevant for the localpopulation, is well received. For example, in the educational component strategies for increasingchances for better work, thus for a better income, are included. The close cooperation with themunicipality(municipio)hastobeseenintheparticularcontextofBoliviawhere“LaLey070”playsan important role. Law 070 proposes a community social education system based on i) co-management of education through strengthening the educational community at the local level(UnidadEducativa)andatthemunicipallevel,ii)abilitytomonitor,doproposalandlobbyinitiativesby the social actorsof theeducational community, iii) education for childrenbasedoncommunityneedsthathavebeenidentifiedbythecommunitiesthemselves(PSP),iv)addingtechnicaltrainingtothebaccalaureate(BTH).ThePESICprogrammehelpsmunicipalitieswiththeimplementationofthislaw and via the programme, the municipality is strengthened in its role and responsibilities, forexample regarding prioritising, setting-up and strengthening community-based organisations. Assuch, thecommunity-basedorganisationsare institutionalizedbut (will)needadditionalsupport tofurthertakeuptheirrolesandresponsibilities.

InVietnam,thecommunity-basedapproachisappliedintheECCE-componentoftheprogrammeviatheparentinggroups.Throughthisapproach,theprogrammeisabletoreachfathers,mothers,andyoungchildrenatthegrassrootslevel,whichmeanstheprogrammecandirectlyworktogetherwiththedirectbeneficiariesofcapacitydevelopmentinitiativesonconcretesubjectsthatarerelevanttothem.TheapproachalsohelpstoraisetheawarenessonECCEatthelevelofdistrictandcommuneleaders.VWUhasconsideredthisECCE-interventionmodelasveryusefulandhasactivelyinvestedintheimplementationandscaling-upoftheinterventionstonon-programmeprovinces,evenwithoutthe financial support from the programme. As such the parenting groups are becominginstitutionalized inVWU’s implementationmodel for itsownservicedeliveryprogrammes that falloutside the (geographical) scope of the current programme. In thismid-term evaluation, the linkbetweenacommunity-basedapproachandsustainability isparticularlyanalysed fromtheangleofempowerment(ofparentsandparentinggroups).Inprogrammedesign,empowermentisidentifiedas an expected result, however what kind of change is expected, is not explicitly explained andseveral aspectsof empowerment, fromaholistic pointof view, arenot taking into account in thecurrent programme strategies and objectives, for example economic empowerment, theempowermentofbeingseen,heardandspeakingforyourself.AspartoftherecommendationsforVietnam,itisadvisedtoconsider(better)linkingparentinggroupswithothercommunityinitiativesthat work towards other components of empowerment and (explicit) investments in local-levelinfluencing to advocate for sufficient local budget allocation for ECCE and DRR/CCA priorities incommunitydevelopmentplans.

FortheprogrammeinBelgiumthecommunity-basedapproachispresentasarelevantapproachinthe School for Rights (S4R) programme component. The S4R-processes in schools are largelydepending on the initiative andmanagement of the external actors, which are Plan InternationalBelgium and the other organisations in the network. As such the processes are not (yet) part ofindependent institutionalizedand/or internalizedschoolprocesses. Inthisprogrammeabottom-upapproach andanchoring/grafting to (better) ensureoverall quality and sustainability of the resultscanbefacilitatedi)byincludingstudentsortheirrepresentativesinthewholeprocess,fromsetting-upanddesign through implementationand follow-up (forexampleassessingchangescanbedonethestudentsthemselves)andii)byincludingotherstakeholderssuchasparents,youthmovements,localSME-shops,municipalauthoritiesetc.Thiswouldleadtoamore“holisticapproach”,notlimitedtoschoolsandtheirteachers.


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In Niger the programme implementation model includes working via village committees for theprotection of children (CVPE). The government of Niger has recently adopted this model andelaborated a decree to specify the roles, responsibilities and authority, the composition andfunctioningofthecommittees6.Inthecurrentprogramme,CVPEsgenerallyhaveabout20membersrepresentingdifferent groups at the village level:womenandmen, a representativeof the villageleaderandtheimam,theschooldirectorandgirlandboystudents.Assuch,thereareseverallinksbetweencommunitymembersassumingdifferentrolesandresponsibilities,andalsoexplicitlywiththeschools,whichmakesitpossibletofollowcloselyissuesconcerningprotectionandeducation(inparticular, the case of childmarriages and girls' dropping out of school). This type of communitystructuremakesitpossibletoworkonissuesrelatedtothewell-beingofchildrenandyoungpeopleat the village level, to follow up on achievements, and when necessary quickly intervene.Participationisnotonlybasedonthemembers’intrinsicmotivation,theestablishmentofVSLAsalsoprovides financial support that members can invest in their income-generating activities. As thefunctioningofsuchacommitteecomeswith(operational)costs,itisadvisedtoadvocateatthelevelof the municipalities to include (at least) the operating costs of the committees in the localcommunity development and investment plans. This is in line with the programme design whereCVPEs are given the task to ensure that local government administrations conduct a transparent,budgetarypolicy,prioritisinginterventionsintheinterestofchildren(andyouth).

In Benin, the programme Impact-Elle uses “intergenerational dialogues” as implementationframework with a community-based approach. This approach consists of organizing collectivemeetings inwhicha specific issueorproblem, identifiedby themembers themselves, is reported,discussedenanalysedbydifferentagegroupsandbybothwomenandmen(separately).Aftersuchdiscussions,communitymembersareexpectedtomakecommitmentsorengagementsexpressedinthepresenceof theothers, and thesecommitments can thenbemonitored.Thisapproach iswellreceivedbythecommunitymembers.Asidentifiedbythecommunitymembersthemselves,oneofthestrongestpointsofthisapproachisthefactthatdifferentgenerationsenterintodialogue.Also,publiclycommittingtoorengaginginadesiredbehaviourchangeisseenasanotherstrongelementallowing for mutual control mechanisms. However, this innovative approach is introduced by thepartners, changing behaviours and attitudes needs time, and based on the findings from theevaluationvisit, it is clear that thisapproachwillneed further support (and time)before it is trulyappropriated by the community members (understanding and ownership). Another community-basedapproachis implementedviathechildprotectioncommittees(MCPE),muchliketheCVPEinNiger.

5.3.2 Conclusions

Community-basedapproachesincreasequalityandsustainabilityofprogrammeresultsbecausetheapproach is associatedwith direct contact and cooperationwith thedirect beneficiaries, includingmothers, fathers,childrenandyouth.Workingwithandworkingcloseto thecommunitymembersgivesagoodopportunitytoaddressthetopics,issuesandneedsthataremostrelevanttothem.Theresults of the field visits indicate that these needs often call for a holistic approach that alsoconsiders economic empowerment strategies or linking the programme with other (community)initiativesthatfocusonthis.

Theapproachalsoincludesbeingpresent“inthecommunities”or“onsite”havingtheadvantageof:

- havingacooperationwithlocalauthorities,forexample,fortheimplementationofactivities(which are partly the responsibility of that local government itself). In this way, thecommunity-based approach can also be seen as an approach that strengthens local

6«DECRETN°2019-369/PRN/MPF/PEdu19juillet2019portantcréation,attributions,organisation,compositionetfonctionnementdesComitésdeprotectiondel’Enfant»andhttp://www.anp.ne/?q=article/la-creation-des-comites-de-protection-de-l-enfant-au-niger-pour-lutter-contre-les-mauvaises


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governmentsand/orenhancesthelinkbetweencommunitymembersortheirorganizationswiththeirlocalgovernments;

- or, ifdirectcooperationwith localauthoritiesdoesnot falldirectlywithin thescopeof theprogram,thepresenceoftheprogrammeand itsactorsonsitebringscertaintopicstotheattentionof local governmentsand candemonstrate (locally) thatpositive changes canbeachieved through specific activities. In this way, by seeing the positive results, localgovernments can be convinced to prioritize these themes themselves and provide part oftheirlocalbudgetforthis.

Fromtheevaluation findings in the fivecountries,wenote thatacommunity-basedapproachalsoworkswellbecause, ideally, it involvesadiversityof localactors.Thishas theadvantagethatbothproblemsandpossiblesolutionsarediscussedfromdifferentanglesandthereisamutualexchangeof knowledge and experiences, as well as the building of a relationship of trust and cooperationamongstthedifferentactors.

Theevaluation findingsalso reveal that, through itsdifferentprogrammes,PIB isworking togetherwithavarietyofcommunity-basedgroups,associationsandothertypesof“structures” inordertoachieveitsprogrammeresults.Twomainfindingsemerged:

1. Some structures cannot (yet) support themselves or their functioning (parenting groups inVietnam, protection committees in Niger and Benin, for example) and therefore must be(more/better) connected with institutional actors to be sustained. Other structures arealreadyinstitutionalizedbutadditionalsupportmightbeneeded.

2. In some programmes (for example in Bolivia), the community-based approach is part of alocal (endogenous) process. In other programmes the approach is rather the result of anexogenous approach introduced by Plan International country offices or partnerorganisations.

5.3.3 Overallchallengesandrecommendations

BasedonthefindingsofthefiveevaluationvisitsandtheadditionaldiscussionsandexercisesatPlanInternationalBelgium,anumberofchallengeswereidentifiedthatareimportantwhendeployingacommunity-basedapproachandthatcancontributetothecurrentprogrammesforhavinga(better)understanding of local processes and power relationships that make the empowerment ofcommunitymembersgosmoothly(orlesssmoothly):

- Empowermentmustbeconsideredfromaholisticpointofview.Ineachcontextitshouldbeanalysed and specifiedwhat empowermentmeans andwhat the specific changes are thattheprogrammeisaimingfor.Theevaluationfindingsshowthatbasedonthelocalneeds,theeconomicaspectofempowerment isoneofthebiggestconcernsandhopesofthewomenand men involved, both youth as adult population. Besides the economic aspect ofempowerment,theabilitytospeak-upandbeheardandrecognized(bylocalgovernmentforexample) are also important aspects of empowerment. These virtues will also become(more)importantinfuturecommitmentsrelatedtopolicyinfluencingatthelocallevels.

- Acommunity-basedapproachcallsforup-to-dateknowledgeofthedifferentactors,formalandinformalcommunity-basedorganisations,localgovernmentsandotherNGOsworkinginthe same area. Furthermore, a good understanding of the local processes and powerrelations is needed to consider optimal strategies and potentials for cooperation betweenthedifferentactors.


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ANNEX1COUNTRYREPORTNIGER

ANNEX2COUNTRYREPORTBENIN

ANNEX3COUNTRYREPORTVIETNAM

ANNEX4COUNTRYREPORTBOLIVIA

ANNEX5COUNTRYREPORTBELGIUM

ANNEX6TOR

ANNEX7EVALUATIONBUDGET

ANNEX8EVALUATIONMATRICES

mid-term and final evaluation of plan international ... · south research – mid-term evaluation...

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