Sheherazade Hirji May 27, 2014

Transcription

1 Sheherazade Hirji May 27, 2014

2 Next generation evaluation * Developing strategy Impact Assessing impact Q/A and discussion *Foundation Strategy Group

3 New resources, blended value thinking B corps Social impact bonds Impact investing Social Venture Exchange Understanding interconnectedness of issues Local, global, systems thinking Social license to do business The Young and the Relentless

4 Myth Reality Purpose is to prove Focus is to improve It s about the grantee Measures everything Looking for attribution Involves many stakeholders Select indicators to help critical decisions Satisfied with contribution and learning Best practice One size fits all Next practice Specific to organization/programage/stage Focus is accountability, measurement Also looks for impact and learning Use learning and knowledge transfer to influence and inform decision-making, policy LOW LEARNING POTENTIAL HIGH LEARNING POTENTIAL

5 External context and issue Long term outcomes Vision Mission Values Impact, short term results Goals and objectives Program developed : inputs outputs

6 What problem are you trying to solve How do you think it can be solved How long will it take How much money will it take What will success look like How will you know you are along the right track Who else is working on this and are there gaps How do you know How much time and money are you willing to invest

7 In order for The Fourth R to be successful as a national violence prevention program, it must create viable avenues for systematic integration into the curriculum, sound research/evaluation base, effective community partnerships, parent participation. Program Strengths Addresses gap within existing offerings Multi-dimensional that leverages push/pull strategy Proven methodology Integrated into curriculum Systematic sustainability Weaknesses Requires more sophisticated coordination between teacher/training efforts and community/parent components Not an end-to-end solution for complete violence prevention Regional/market sensitivities Sector Opportunities No existing school-based national program that targets teens to teach violence prevention in a systematic and sustainable manner Threats Competition for curriculum time Implementation/adoption time Reaction of community groups to academically driven program

8 The Fourth R program is well-positioned within the sector of Violence Prevention Education and, as such, is relevant, credible, differentiated and sustainable. Relevant Address needs of key target audiences and leverages attributes that are valued by target audiences There is a definite need for violence prevention education programs and the Fourth R addresses a clear gap in a comprehensive and multi-dimensional approach that is targeted towards youth during formative years (ie/ window of opportunity) Credible Based on believable and achievable goals for the program The Fourth R has credible and internationally recognized leadership and academic support across the country. It also has been tested and the methodology has proven positive results Differentiated Identifies attributes and capabilities which distinguish the program from others The Fourth R is differentiated in that it is integrated into the curriculum, informed by results that show identifiable impact, and targets students, teachers, school board policy, parents, community Sustainable Captures defensible territory now and in the future Integrating the work into school boards and curriculum, supported through teacher training and integrating community groups in the delivery support is a systematic way of ensuring sustainability

9 VPEP in the youth adolescent Healthy Relationships segment are wide-spread with regards to national versus regional focus and are community versus systematically driven. Where are the gaps and is the Fourth R addressing a gap? National RespectED (CRC) The Fourth R Community or Volunteer Based Systematically Driven DHR CDPVR ASAP Expecting Respect SWOVA SafeTeen Making Waves YDWVLD Project STOP VIRAJ Regional

10 Community- Based Food for Survival Food for Health Food for social wellbeing and community health Local emergency food Food banks Food reclamation (Second Harvest) Child nutrition programs Breakfast programs Lunch programs Summer initiatives Pre-natal programs Food to support those undergoing treatment (chemo) Food programs for frail seniors Community gardens Children s gardens Food skills programs Community cooking programs Community bake/cook resources (e.g. bread ovens) Farm to table initiatives Good food boxes Farm to school Food buying clubs Food for the local economy and environment Small scale food processing Incubator kitchens Farmer s markets Urban agriculture Community supported agriculture U-pick initiatives Festivals and public events around food National/Global o National or International crisis response o Convening role to address systemic barriers (access, delivery, gaps, etc.) o o o o o Health information and promotion Research (perhaps a fellowship or named research award in a cutting edge area) Bursaries, scholarships for studies in nutrition Task Forces/commissions Op/Ed pieces Funding for national associations e.g..canadian Association for Food Studies.Food Secure Canada;.Dieticians of Canada;.Canadian Council of Food and Nutrition.Canadian Health Network Anti-poverty campaigns

11 Be clear about assumptions, biases Contribution versus attribution Look for unanticipated results Logic models, theory of change Know what you will measure

12 Start with a base line Select indicators not everything Set targets quantitative and qualitative What methodology will you use What about the bigger picture

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14 Philanthropic Foundations Canada Centre for Effective Philanthropy Foundation Strategy Group Grantmakers for Effective Organizations Bill and Melinda Gates Foundation. Rockefeller Philanthropy Advisors Next Gen evaluation embracing complexity, connectivity and change Changing our world

15 QUESTIONS AND DISCUSSION