Isha [user:field_middlename] Miranda

Isha Miranda

Visiting Lecturer and Independent Evaluator
Independent Consultant
Sri Lanka

Isha, As address myself an independent elevator working for various organizations nearly 20 years and presently appointed to the Board of Directors  and CEO of Agromart outreach foundation (establish 1989).  well experiences with fully pledge NGO and programme management and evaluations with a strong management skills , monitoring skills, also as a visiting lecture,  trainer and facilitator  working in the field of INGO, Government , private sector, development and in the humanitarian filed. I have been trained and worked as team leader many years exclusively selected lies in the conceptions the most difficult situations and embrace complexity process, has an ability, stability and control, and instinctively resolve problems rapidly sometimes before they fully understand a problem’s significance. An effective trainer bring many experienced to the table also willing to share the knowledge. Notable expertise are Gender and Women empowerment, SDGs and CSO, Public Private Partnership and Governance enhancements.

Member of Associations and Professional Bodies;

    Sri Lanka: Current

  • Member SDG’s People’s Platform Volunteer People’s Review- Sri Lanka 
  • Visiting  lecture , Trainer and Facilitator: Sri Lanka Institute of Administration and Development
  • (Government Civil Service) 
  • Visiting lecture University of Kotalawala  Defence  Academy of Sri Lanka - Post graduate studies 
  • Member Government National Evaluation Policy Development Technical Committee-DPMM of Ministry of Finance   of Sri Lanka
  • National SDG’s VNR Review committee –Ministry of Sustainable Development  of Sri Lanka
  • Member of the Board - Sri Lanka Evaluation Association(SLEvA)             
  • National Committee Member - Sri Lanka Micro Finance Forum 
  • Member of the Board – Agro Mart Outreach Foundation
  • Member – Gender Women Empowerment  Sri Lankan Major Group – SDG 5 and 10
  • Adviser on Gender and women empowerment – NGO consortium of CHA 

Internationally:

  • Member world forum of SDG 16 , 5 10
  • Former Board Secretary - Asia Pacific Evaluation Association.(APEA)
  • Member – American Evaluation Association –(AEA)
  • Member – Community of Evaluators –(COE-South Asia)
  • Member -Technical Advisory Evaluation Committee –UNFPA-New York

EvalPartners: Member of the Eva partners working sub-group: Eval SDGs

My contributions

  • Can visual tools help evaluators communicate and engage better?

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      L'utilisation d'outils visuels a de nombreux effets positifs

      Les éléments les plus importants sont les suivants 

      1. Visualisation des données. En termes de collecte de données qualitatives à l'aide de procédures de collecte de données. 
      2. Visuels fondés sur des données probantes pour présenter les résultats en termes d'activités et de résultats concrets, ainsi que de conséquences et d'impact. Par exemple, l'impact d'une pandémie ou d'une lutte contre une maladie spécifique dans les secteurs de l'agriculture et de la santé, ou les efforts de consolidation de la paix.  
      3. Les diagrammes, la détection du plagiat, le retour d'information et l'évaluation par les pairs, les enquêtes (TV, médias sociaux et enregistrement des entretiens avec les informateurs clés) et les sondages en classe dans le contexte de l'éducation.
      4. Rapport visuel - Résultats - positifs et négatifs. Par exemple, la plupart des rapports de la JICA (Agence japonaise de coopération internationale) combinent des images. 
      5. Ils offrent également aux utilisateurs flexibilité et diversité en leur permettant de choisir parmi un large éventail d'éléments graphiques, de formats et de styles et de les adapter à leurs goûts et à leurs objectifs.
         

      Les défis sont les suivants : Les enquêtes en ligne nécessitent la transparence des données et l'identification de l'enquêteur et du destinataire de l'enquête. 

  • Neutrality-impartiality-independence. At which stage of the evaluation is each concept important?  

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Chère Mallika

      Je suis si fière de vous que vous ayez abordé ce sujet ouvertement. En tant qu'évaluateurs, nous avons toujours fait preuve de neutralité et d'impartialité. Mais de nombreuses organisations telles que les NU, la Banque mondiale, la BAD, etc. (comme le dit Abubakar : "Le plus souvent, les évaluateurs sont sélectionnés en raison de certaines relations et, une fois sélectionnés, ils espèrent être sélectionnés à nouveau à l'avenir") se mettent dans une zone de confort avec certains groupes d'évaluateurs ou certaines sociétés d'évaluation, encore et encore. 

      J'ai examiné de nombreux rapports d'évaluation et j'ai constaté une détérioration du professionnalisme dans les rapports d'évaluation, soit parce que : a) ils sont très partiaux, b) ils manquent de synergies entre les résultats, les recommandations et les conclusions, c) il s'agit de rapports volumineux de près de 100 pages, sans analyse productive, sans collecte de données productive, avec moins de professionnalisme dans les collectes de données et les questionnaires. Ce sont là quelques-unes de mes observations.

      Je pense qu'il est temps d'élever la voix à ce sujet et d'insister sur le professionnalisme de l'évaluation compte tenu des priorités ci-dessus, afin de sauver cette profession. 

  • Are you considering social and environmental criteria in your evaluations?

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Les problèmes sont les suivants : 

      Manque d'évaluation horizontale : le problème le plus courant dans les TDR est le manque d'évaluation horizontale. Il existe diverses lacunes dans le processus d'évaluation qui pourraient être comblées mais, au lieu de cela, les TDR demandent souvent de se concentrer sur leur question verticalement plutôt qu'horizontalement.
      En tant qu'évaluateurs, nous sommes tenus d'exécuter les TDR en bonne et due forme, ce qui entraîne les problèmes suivants :

      - Manque d'observation : nous devrions être en mesure d'utiliser à notre avantage les éléments externes importants qui ont pu influencer l'intervention. 

      - Manque d'outils d'observation, tels que des outils comportementaux pour les parties prenantes.

      - Manque dans les discussions de groupe : c'est-à-dire manque de temps et de préparation.

      - Lacunes dans les facteurs externes au programme.

      L'équipe d'évaluation a aussi souvent une compréhension insuffisante de la communauté, des sites de l'intervention : la plupart des évaluateurs arrivent sur le terrain avec des idées préconçues basées sur leurs expériences précédentes. C'est l'une des erreurs les plus graves que nous faisons. Je suis convaincue que des programmes comparables peuvent être confrontés à des obstacles, des méthodologies, des profils de bénéficiaires et des comportements différents, et que les variables temporelles doivent être prises en compte. Nous devons réfléchir à de nouvelles difficultés. N'utilisez pas toujours la même équipe.

      Voici quelques-uns des aspects sociaux et environnementaux qui doivent être inclus dans l'évaluation :

      Les moyens de subsistance doivent être évalués sur la base du sujet et du contexte local, par exemple la production agricole : l'évaluation doit examiner la collaboration et la cohésion du gouvernement ou de toute autre organisation, la capacité (par exemple, la logistique et les services gouvernementaux à la communauté : les installations de santé, l'éducation, les centres agricoles pour le plaidoyer, les collections de produits, la capacité des bénéficiaires, le développement de la capacité de collaboration) et les nouvelles connaissances sur les changements climatiques, l'atténuation des risques, les subventions gouvernementales (conseils, engrais, semences, technologie, etc.).

      Contribution des parties prenantes : Évaluer les connaissances des communautés et les actions liées à leurs moyens de subsistance. Lacunes en matière de cohérence, de connaissances techniques, de logistique (localisation et nouvelles technologies de développement des cultures), de connaissance des produits, d'informations sur le marché, de variables de prix et de contributions des intermédiaires du marché. En outre, il existe des interférences et des impacts politiques locaux.

      Parties prenantes (comportements des bénéficiaires) - Cohérence dans les domaines de production : aspects sanitaires (risques de bien-être, détérioration de la santé due aux épidémies, maladies infectieuses, abus familiaux et externes, niveaux d'éducation (formel, informel et subjectif), niveau nutritionnel de la famille (adultes et enfants).

      Gestion financière - Pauvreté : Réduction des pièges, des gains et des pertes, les femmes ont un meilleur accès à la microfinance au sein des familles et entre elles. Le crédit doit être ciblé sur les ménages à faible revenu, en particulier les femmes.
       

       

  • Reporting and supporting evaluation use and influence

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Je suis d'accord avec les commentaires précédents de John et Silva. 

      La responsabilité des évaluateurs est de donner des recommandations et non des solutions. Mais les recommandations aideront les "solutions". 

      Ce qui manque dans la pratique de l'évaluation est :  

      a. La plupart des recommandations sont irréalistes et irréalisables. 

      b. Il est temps que les évaluateurs cultivent une vision de l'avenir. 

      c. Les conclusions et les recommandations devraient tenir compte du programme (de manière holistique).

      d. Les évaluateurs devraient concevoir leurs propres indicateurs d'évaluation et cela devrait être inclus dans les termes de référence. 

       

       

       

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Cher Mauro,

      J'espère que ce courrier vous trouvera bien.

      Comme le dit Dorothy, l'évaluation a un volet sur la présentation des conclusions et des commentaires avant le rapport final. Pour moi, c'est la meilleure partie de l'exercice d'évaluation. Dans certains cas, j'ai demandé aux organisations de fournir une bonne représentation lors de la présentation des conclusions et des commentaires, y compris à différents niveaux tels que les sous-nationaux, le niveau central, parfois les responsables de terrain.

      Les avantages de présenter les résultats de l'évaluation sont que vous serez en mesure de vous engager dans la vérification des données et également de recueillir des informations qualitatives supplémentaires, ainsi que de surmonter le malentendu selon lequel l'évaluation est un exercice de recherche de fautes, etc.

      Vous pouvez également avoir une discussion préalable avec les parties prenantes sur le processus d'évaluation.

      Isha

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Chers tous,

      Je suis d'accord avec Silva, les rapports d'évaluation sont très bureaucratiques. Même si les gens ne lisent pas, le fait d'avoir un gros rapport donne l'impression d'un "travail bien fait". 

      Mais très peu le liront en entier, voire pas du tout, ils ne liront peut-être que la page du résumé. 

      Les exigences en matière de rapports d'évaluation devraient figurer dans les termes de référence, mais malheureusement, ces derniers sont très peu informatifs et manquent d'innovation ou de vision. Je devrais dire que souvent il s'agit de copier-coller. 

      L'évaluation n'a pas beaucoup changé sur les aspects ci-dessus. 

      Meilleures salutations 

      Isha

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Chers Jean, Gordon et autres,

      Merci pour cet excellent sujet de discussion. Malheureusement, vous avez raison de soulever ces questions.
      J'ai souvent vu des rapports d'évaluation volumineux, avec trop de choses à lire et un grand écart entre les conclusions et les recommandations.

      En écrivant trop de pages, le lecteur s'ennuie, lit des choses qu'il connaît déjà ou cherche à aller droit au but.

      Ma recommandation est de rester simple.

      1. faire une page exécutive de moins de 4 pages (écriture recto-verso), en mettant l'accent sur les résultats, la conclusion et les recommandations basées sur les résultats.

      2. faire un résumé de moins de 10 pages, avec plus de tableaux, de diagrammes et de conclusions par points.

      3. le rapport complet doit faire 50 pages.

      Meilleures salutations


      Isha

  • Making more use of local institutions in evaluation

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Avec Covid-19, je vois les consultants nationaux de mon pays plus impliqués dans l'évaluation. Voici quelques réponses aux questions proposées :

      1. Comment ce changement de responsabilité est-il géré ? Quelles sont les institutions impliquées - gouvernement, universités, ONG, sociétés de conseil privées ou particuliers ? 

      Dans mon contexte, je vois trois entités principalement impliquées dans l'évaluation : les sociétés de conseil privées (pour la plupart), les universités et les ONG. Les universités sont très théoriques et recherchent des détails qu'elles ne peuvent pas trouver sur le terrain ; elles rédigent généralement des rapports longs et difficiles. 

      2. Dans quelle mesure cette responsabilité est-elle assumée ? Se limite-t-elle encore à la collecte et à l'analyse des données, ou inclut-elle une plus grande responsabilité dans la gestion de l'évaluation ?

      Je vois les deux. Certaines sociétés d'évaluation sont chargées de l'organisation complète, de la coordination et de la collaboration du processus d'évaluation au nom de l'unité d'évaluation. D'autres ne s'occupent que de la collecte et de l'analyse des données. 

      Les deux sont désignées comme consultants nationaux ou consultants nationaux en évaluation. 

      3. Comment ce travail est-il financé ?

      Je crois que les contributions des donateurs prévalent toujours et que la plupart des budgets des programmes intègrent le budget de l'évaluation.

      Je pense qu'en raison de Covid19 il n'y a pas beaucoup d'effets sur les coûts car les consultants internationaux sont moins impliqués dans les coûts. Dans mon cas, je suis principalement engagée sur une base journalière ou avec un montant forfaitaire avec perdiem.

      4. Quelles sont les difficultés rencontrées ? 

      Sur la formation : les collecteurs de données doivent être formés à cette tâche même s'ils sont déjà formés.

      En ce qui concerne les rapports : il s'agit généralement de la tâche du consultant national. C'est très difficile et c'est là que l'expérience entre en jeu. Si vous avez de l'expérience dans l'évaluation de programmes nationaux, vous obtenez les choses correctement.  Vous devez surtout identifier le processus, sélectionner les documents et identifier les parties prenantes.  Dans la plupart des cas, les questions et les méthodes doivent être repensées pour s'adapter au contexte local. 

      Les défis auxquels les évaluateurs sont confrontés en raison du Covid 19 sont également les suivants :

      • davantage d'entretiens et de reunions zoom sur la base des questions préalablement posées. Les deux parties doivent cependant avoir une bonne compréhension de la tâche et du programme en détail. 
      • les réunions d'entretien : beaucoup ne se sentent pas à l'aise (secteurs gouvernementaux et base) avec les entretiens zoom. 
      • les reportages, sauf si vous parvenez à bien organiser votre modèle, ce sera un peu difficile. 

       

  • How do we move forward on Evaluation Systems in the Agriculture Sector?

    Discussion

  • Racism in the field of evaluation

    Discussion

  • How do we adapt our evaluation approach to the impact of the Covid-19 pandemic?

    Discussion

  • Youth in agriculture: what lessons can we draw from evaluations?

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dorothy : So my real question is .... are evaluations making a difference or not? If not, how does that happen to greater effect?

      Answer: If the evaluations are focus on “why? Factor” and “how actor”? on youth instead of the Agriculture only, the   following needs to emphasis on findings and recommendation;

      1. Addressing on what? less negatives more positives

               Gaps and lesson learned – focus on the opportunities within and human development and          technology

               Opportunities- Focus on next generation as well as  transformation from traditional        farming to  entrepreneurs - Horizontal analysis

      2.     in the process of Evaluation  can  focus to attract youth to get involve in the process of “evaluation” where participatory and visibly youth can see the evidence that can be produce for a behavior changes on occupations on agriculture among youth.  (Messengers)

      3. Recommendations: achievable and magnetisms

        • Clearly clarify the sustainability of the agriculture short term and long term  
        • from traditional industry to  technical transformation in  agriculture
        • Answers to the risk and assumptions in youth prespectives
        • Society in terms of accepting they are farmers. (Social Acceptance) as a profession
        • Linkage with other professions  which can enhance/impact and sustainable  agriculture industry   
        • Recommendation on professionalism in capacity development
        • taboo Traditionalism in land ownership - specially South Asian culture - Gender discrimination issues. 

       

       

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      There is no concept called Youth agriculture evaluation. I believe evaluation does not have barriers, the profession comes with complete packages including technical experts.  

      Overall youth in evaluation are very limited around the world. Most youth have not been exposed to the profession due to many veterans still engaged and dominated in this profession.Most  either who had been ex -members of the UN organizations or associates who are either by retiree of international organizations. Also organizations too looking comfort zone to hire same professionals.

      i.e. Youth programme evaluation conducted by seniors, aging retiree professionals who are unable to understand the minds of youth. 

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear Dorothy

      On engaging younger people in agriculture, I would like to share this article “Why are our youth not interested in agriculture?” by David Felix https://searchlight.vc/searchlight/our-readers-opinions/2006/08/25/why-are-our-youth-not-interested-in-agriculture/

      Regards

      isha

  • Recurring errors in public policies and major projects: contributions and solutions from evaluation

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear All, 

      I am sharing the Sri Lankan experience as a contribution to this debate. I am currently participating in the development of the Policy framework of M&E and one of the guiding principles we are using is the SDG concept of "Leaving no one behind".

      What are the most common mistakes that you face in your country?

      1. Common mistakes are linked to the fact that politicians make election promises that are not achievable and deliver election winning economic analysis.
      2. The biggest issue is that the country holds to outdated policies and laws, which remain unattended. For instance, it is common that countries that have been under a colonial era still have policies drafted in that era being used in government economic and social governance as well as laws in the country, which are ineffective and irrelevant.
      3. Too many governing structures: national, provincial and local authorities govern in parallel but they have underneath different political agendas which can be seen mishandling some policies, misinterpreting national priorities, mismanaging national interventions and resources etc.
      4. Politicization of governance structure and bureaucracy: everybody wants to remain in power and to remain in the position, which paralyzes the governance.
      5. Corruption at all levels, and hidden corruption even more dangerous than the visible one.

      Here are my suggestions to improve the use of evaluation in policies and programmes:

      1. Key to the any country economics planning is setting up a separate independent unit for monitoring and evaluation under the Act or Policy of government constitution/legislation to safeguard taxpayers money, accountability and transparency of the government programmes and projects/ interventions. This unit can be established under either the Planning ministry or the Ministry of finance but needs to maintain independence.
      2. The National Auditor general should focus performance audit function, operation or the management systems and procedures of a government entities to assess whether the entity is achieving economy, efficiency and effectiveness in the welfare and employment of available resources. This is a qualitative method.
      3. The Ministry of policy planning or another responsible entity should undertake in-depth analysis of all policies and trade agreements, government circulars and amendments with policy activities, to identify the gaps and lesson learned
      4. Develop a National M&E policy and Policy framework (the Sri Lankan government is in the progress of developing the framework). The M&E Policy can be mandatory. Set up expert and technical committee of National M&E / reviews and assessments committee. This will be the backbone of the planning and finance entities. The committee responds to the ministry of finance and Ministry of policy planning and economic reform.
      5. Promote joint evaluation with other funding and donor agencies and public participation in order to strengthen ownership.

  • What can we do to improve food security data?

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear Emile

      Answering to your questions is highly complex in terms of collecting data and collecting quality data.

      See below my answers, which I hope will somewhat help you or that we can come together to improve the data collection.

      • How can we monitor and evaluate efficiently progress towards the SDG2 – End Hunger if we cannot count on reliable data and consequent statistics and indicators?

      All SDGs are complex, unable to be determined through direct data and most data vary from community to community.

      • Do you think there are also weakness and  challenges in data collection in your country?

      Yes we do have same issues. Departments of censers and statistics are not able to identify the data collection methodologies for SDGs. Practically it has been a nightmare to them.

      Another issue is that we could be able to gather many quality data could through CSO's. But those data are not being sharing at national level and within the organization. Therefore, we are losing quality data and useful data.

      Therefore, how do you address this issues?

      Then it comes to "Big Data". How accurate and viable when you know that we are missing some data?

       

  • What can evaluations do in terms of capacity development?

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear All,

      This is an interesting discussion, please see below my comments.
      Evaluation is not just about doing and writing a report. It also includes competencies in effectively designing, managing, implementing and using M&E. It includes strengthening a culture of valuing evidence, valuing questioning, and valuing evaluative thinking.  In terms of "Evaluative Thinking" it is not just looking at the programme, looking at the data analysis and giving the conclusions and recommendations, but also forward thinking beyond the programme. Looking for an unexpected theory of change rather than the expected one, it is visionary thinking, horizontal broad approaches. These are not capacities that can be learned by in training classes or in workshops only, but also need to develop a curriculum in the field. Joint and participatory evaluations are one of the methods to gain these experiences.

      Isha

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear Luisa and Lavinia,

      Thanks for sharing your work and thinking on Evaluation of Capacity Development and the framework you are working on.

      Unfortunately, many of these frameworks are useless if we do not develop the capacities of evaluators in the first place. Most frameworks are uninformative and lack of room for subjective and suitable adjustments.

      For instance, you ask about participatory evaluations. Most TORs are participatory in general (I think it is always cut and paste) and indicate methods that are generic and not up to evaluation expectations. In agriculture very often evaluators are either agriculture specialists or researchers; they are not evaluators and are not able to capture the specific needs of farmers that differ one from the other despite being all farmers. Often they use blanket commonly known questions.

      Participatory approaches are certainly a way to carry out a meaningful evaluation and to develop capacities of evaluands and beneficiaries, but to get there we have to make sure participation is effective and not a token. 

      Here some recommendations:

      1. We need to develop capacities of evaluators on the use of participatory approaches so that they are able to understand farmers’ points of view.
      2. Develop a tool / guideline for participants on participatory sessions.
      3. Elaborate soft skills as well as on the job skills on evaluation for young and emerging evaluators
      4. Develop capacities of trainers and facilitators on how to address marginalized people and indigenous communities in line with the focus on equity and gender.
      5. Guidelines: competences on selecting evaluation organization and external evaluators (individuals). 

      Isha Miranda

      Independent consultant and trainer, Sri Lanka

  • Is this really an output? Addressing terminology differences between evaluators and project managers

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dearest Natalia,

      I am not surprised either and I have similar experiences with many organizations.

      This is the one of the reasons why I decided to lobby for “freedom of speech for evaluators”. Let me explain what I mean.

      First, we cannot be independent and bound to be under ToRs instructions; this is not how evaluation should be conducted. Evaluation is a lesson learning, gap-finding mission to eliminate obstacles and prepare to become a visionary leader, seeing things early, logically and to respond and share with rest of the stakeholders and guide them to take things forward.

      I have done some fact-findings on this subject:

      1. In many organizations, the M&E entity or unit lacks evaluation knowledge at the field or ground level. They are leaning the art during the evaluation period from consultants.
      2. Most evaluators are bound to work as per the “Handbook” given by the organization and are unable to attend to any changes if required. Very uninformative.
      3. Most handbooks are more similar to curriculum for evaluation studies than “guidelines for evaluation”.
      4. A very few “Handbooks” are evaluation oriented, and instead focus on research approaches. Even the Kellogg foundation evaluation handbook does not differentiate the Researcher and Evaluator in https://cyc.brandeis.edu/pdfs/reports/EvaluationHandbook.pdf (see page 7).
      5. In some cases the definition of the Evaluation is questionable in both documents, Handbook and TORs. i.e. TOR and handbook are not compatible. The Handbooks give guidance on major programmes evaluations or end/post evaluations but lack guidance and examples in the field and ground challenges.
      6. Very few give templates for a TORs Terms of Reference
      7. Many ToRs are cut and paste
      8. Most manuals include standards for all evaluations including the questionnaires as well as target groups and instruction on methods of conducting the interviewers and on selection of target group identified by the programmes. Most of the time they are very biased.
      9. No questions are suggested to address the indirect outcome or impact of the programme but only direct expect-able answerable questions.

      Overall sometimes I have asked the organization "why do you hire me, you can do it yourself" when they give and indicate everything on the methodology to conduct the evaluations.

      Best

      Isha

      Independent evaluator

      Sri Lanka

  • What about stakeholders? Evaluation of social protection programs.

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear Patricia,

      see below my comments on your questions 1 and 2.

      1.      Have you ever been involved in the evaluation of social protection programs? What is the approach to assessing such programs?

      Yes, nationally and sub-nationally as well as internationally. At national level in my country the Government has created a program called "Samurdhi", in English "Prosperity". It is a social protection program for citizens living well below the poverty line. The vision is "To make a Poverty Free Empowered and Prosperous Sri Lanka by 2030”. The mission is “Contributing to economic development through the building up of a poverty free prosperous country by empowering disadvantaged people (economically, socially, politically, physically, psychologically, legally and environmentally) and minimizing regional disparity through delivering effective, efficient, speedy and productive solutions in a people-friendly manner through the satisfactory contribution of the network of Departmental, Community Based Organizations and Micro-Finance Institutions and professionals with the collaboration of the private, public, people and political sectors and local and global agencies“. 

      At sub-national level, micro finance institutions, NGOs and other government sub-national entities have taken over most of the targets from economic to social achievements. Therefore, most programs circle it around this objective. However, there are gaps showing in this program due to various social and political environment embedded into the systems.     

      Initially the program adopted the longstanding welfare approach using both monetary approach and non- monetary approach.

      Then it expanded to address the multidimensional aspects of poverty such as economy (consumption and assets), human development (education, health, safe sanitation, safe drinking water, electricity), socio-cultural dimension (dignity and network), political dimensions (power and voice) and protective aspects (conflict, natural disasters, risk of eviction).

      For more information:

      http://www.samurdhi.gov.lk/web/images/stories/publications/english/samurdhi_programme.pdf

      http://repository.kln.ac.lk/xmlui/bitstream/handle/123456789/5305/MK%20Nadeeka-43-64.pdf?sequence=1

      2.      What are the key elements that any expert would be looking for in social protection activities/programs?

      The evaluation questions should address both economic and social aspects of the social protection programme,to assess its contribution to community development in rural areas: 

      •             Is the programme sustainable, contributing to a stable community rather than creating dependency?

      •             Are the program elements linked with national priorities in terms of livelihood development? F.i. are there links with agriculture/non agriculture sectors, government Agribase/non Agriculture trade subsides/welfare programmes, and activities relating alternative and product development  non traditional agribase products?  

      •             Is the program considering land Management, Agriculture land distribution and harvesting technics?

      •             Are there activities supporting livelihoods such as market development activities relating to the local areas, market expandable beyond the local area, usable technology and introducing new methods, product development?

      •             Financial inclusion, control over income over expenditure management, loan management.

      •             Family management and prevention of addiction: such as alcoholism, drugs (locally and internally made stuff) local gambling, abuses and harassment on women and children.   

       

  • How to Measure the Impact of Monitoring and Evaluation Work

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear Abubakar Muhammad Moki,

      I would like to share the Sri Lankan experience. In Sri Lanka the Evaluation Policy reached the legislation after 16 years and was launched in Sep 19th 2018.  The Policy framework is now under construction.  I have been through this process all these years and now are a member of the National Policy Framework Technical committee.

      First and foremost, it is important to create a culture of evaluation and key activities can fall under three broad areas:  

      1. Enabling environment,
      2. Institutional Capacity,
      3. Individual capacity in the country at all levels from national to sub national government.

      If the country does not have a Policy on Evaluation it is necessary to develop it in order to create the legally bonded “must” culture. However, policy alone is not enough to create a culture, which needs the following activities:

      1. Enabling environment, creating a demand before the supply
      • Do not wait for the whole government but can do it organization by organization.
      • If the government has a central agency who already does monitoring you could add or transform the mandate to Monitoring and Evaluation.
      • Setting up national policy combined with sub-national.
      • All the international donor funded intervention (INGO’s, Finance organizations etc): at the time of the contracting government should/could ask for a joint evaluation activity (i.e. evaluation team will comprise with Government and funding organization members) it is very much a lesson learning exercise that will help in creating ownership too.
      • Set up a “must” activities and embed the evaluation into that with inclusiveness in every government own program/intervention/project either nationally or sub nationally.
      • Lobbying the legislation either upper house/lower house/senate on policy on evaluation through members who are champion of good governance. Even few members can have a large impact.
      • Create more awareness by utilizing your VOPEs and other Professional Associations.

      2. Institutional Capacity: policy and frameworks take a long time to materialize. Therefore creating awareness on “what is evaluation” and “how” will benefit to their work and knowledge among the government institution and can make a tremendous impact. Take this message and promote the upcoming policy and framework even it is not yet ready.

      Target institutional capacity for:

      • Government and Sub –National institutes
      • Academia – Setting up workshops and other possible certificate or diploma programmes by practitioners of the field of evaluation.
      • Institutes like Project Management, Government Administration training institutes, universities etc.
      • Private sector institutes under Project Management etc.

      3. Individual capacity: this is important to create the culture.

      However, it is better that above centres enroll all the members of the working world to adopt as part of their job as learning and implementing evaluation “Must”

      Challenges:

      • Resources and Practitioners in the country also need international support in order to upgrade the skills and methods. i.e. evaluation is not a uniform effort it’s change all the time, methods, approaches norms and standards etc.
      • Make it important and vital also how to create demanding culture,
      • Evaluation is very costly and how do you show the authorities that it is Value for Money.
      • Raise awareness to all via language they understand. i.e. legislation, individuals and institutional level too.

      If you need any clarification or any other assistance, please ask me I am happy to help.

  • Challenges of evaluation

    Discussion

  • The issues facing global agriculture

    Discussion

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear Bintou,

      Many thanks for the response. This is what I like about EvalForward, it gives us an open platform to talk about many things.

      I guess that I only somewhat agree with what you say, because my thinking is that the future evaluations should take a broader approach than what we normally do.

      I would like to quote my friend Zenda Ofir focusing on DAC criteria, as we both honestly believe that DAC criteria need a face lift and argue that time is up for changes of the old with new thinking. 

      Zenda says "yes, we can have ‘top-down’, ‘bottom-up’ or ‘up-and-down’ interventions and strategies. But we need to be much more aware of the realities within which we should aim to make a difference".

      Also she says that "We are working ourselves into a technocratic, simplistic notion of development, humanitarian work and evaluation that makes us increasingly irrelevant for that which matters now.

      Yes, it is in part the result of the political economy in which we work. But we are not that powerless to change key aspects of our work. It is a matter of will and conviction".

      http://zendaofir.com/updating-the-DAC-criteria-part-10/.

      Best regards

      Isha

       

    • Isha Miranda

      Visiting Lecturer and Independent Evaluator Independent Consultant
      Sri Lanka

      Dear EVAL-ForwARD members,

      I was delighted to see a lively debate raising from my discussion question! 

      To my query about the need to address the burning issues I mentioned when evaluating agriculture-based interventions, the majority of your responses drew the attention on the scope of the evaluations, which are bound by theories of change. 

      I continue to think that the commissioner/s of evaluation must take these concerns seriously when it comes to either policy level evaluation or to any activity related to agricultura-based programme evaluation in their future assessments. I strongly believe that as evaluators we should find a way to incorporate these burning issues in the TORs of evaluation for the benefit of programme implementers, and entities, so that they come to think more about productive and sustainable manners to lead there interventions in future.

      I thank you all for your insightful contributions.

      Isha Wedasinghe Miranda

      Sri Lanka

  • What works in improving food security and nutrition in very poor communities?

    Discussion