Evaluation Learnings Search

Learning Description

The development and implementation of a learning plan intended to facilitate ongoing learning and improvement in the project. As part of the monitoring, evaluation, research, and learning (MERL) systems, Plan International USA encouraged the FAIR Fish project to develop and implement a learning plan. The learning plan is a self-directed process to capture key learnings and make improvements in project implementation. The process consists of identifying an insight or innovation, defining a learning product to be developed, listing the problems that the learning product addresses, and describing the process to collect data and develop the products. To date, the project’s learning plan has resulted in a variety of power point presentations and technical briefs.

Learning Description

NOEMI project: The participatory approach enriched the project design and facilitated mutual trust among the parties. The setup of participatory structures enabled strong internal communications, provided baseline information to feed into the design of proposals, enlarged the pool of technical expertise, and made the design more reflective of the Argentine reality. NOEMI’s participatory approach has been a key ingredient in the collective process of building the educational workplace-based training (EWBT).

Learning Description

NOEMI project: Socio-emotional and soft skills, specifically communication and responsibility skills, are essential to supporting youth as they transition from school to the workforce. However, many of the existing models do not include those components. Some r espondentscommented that the socio-emotional component of the educational workplace-based training (EWBT) model was likely instrumental in supporting youth to transition into the labor market.

Learning Description

NOEMI project: The firm commitment to build on existing knowledge and capabilities, establish partnerships, foster dialogue, and reach consensus in the development of the educational workplace-based training (EWBT) methodology garnered stakeholder buy-in and support. NOEMI has shown great determination and belief in the use of these elements despite the complexity that this arrangement brings to project management.

Learning Description

NOEMI project: The project quickly adapted to the COVID-19 context by connecting vulnerable students with tutors to help them maintain links with school and stay engaged in educational workplace-based training (EWBT) activities. The personalized attention and follow up likely helped keep some of the most vulnerable students connected to school during the pandemic. Beyond its value as a response to COVID-19, the role of tutors in supporting the most vulnerable students and families is a promising practice that could be applied to make education more inclusive across the board.

Learning Description

NOEMI project: Involving academia in establishing the theoretical basis for the construction and roll out of the EWBT model enhanced the model’s credibility among stakeholders, partners and potential employers. Specifically, academic professionals provided a solid pedagogic foundation for the development of the educational workplace-based training (EWBT).

Learning Description

NOEMI project: The developmental approach used to design and pilot the educational workplace-based training (EWBT) model provided contextual relevance and promoted stakeholder ownership. This approach served the dual purpose of developing a method adapted to the specific context while also engaging a wide array of stakeholders in the process to enhance local ownership of the model.

Learning Description

NOEMI project: Leveraging every project activity as a communications opportunity has increased the project’s visibility amongst the targeted audiences

Learning Description

PAR project: Effective implementation of plans and policies requires the development of the capacities of the structures that are closest to the problem. The existence of national plans and policies does not guarantee effective application at the provincial or sectoral level. Both PAR and OFFSIDE learned that they needed to develop specific models in accordance with the realities in each province or sector and to build the capacities of the stakeholders who are in direct contact with the problem.

Learning Description

PAR project: The creation of broad-based structures that include a diverse group of stakeholders can facilitate project success. The participatory multi-stakeholder approach to the development of project methodologies and activities was key to enriching the quality andscope of the response. This approach increases the commitment and ownership of stakeholders, makes use of local knowledge and resources, and enhances the prospects of sustainability.