What’s Good Enough? A Webcast on Strategies for Data Collection and M&E in Conflict Zones
September 26, 2017 @ 10:00 am - 11:00 am
Have you faced challenges in data collection efforts while evaluating activities in conflict or crisis zones? Do you wonder what the best research design is, given the constraints you’re facing? Have you considered how to adapt findings for stakeholders with differing agendas?
On September 26, 2017, ECCN hosted a webcast about navigating challenges in monitoring and evaluation (M&E) when working in crisis and conflict zones. This webcast was part of an ongoing series of events ECCN is hosting about M&E strategies and practices when working with education programs in crisis and conflict settings (EiCC). The webcast considered issues around assessment development and adaptation, enumerator recruitment and supervision, data collection, and funders’ measurement expectations in unstable environments. Panelists, featuring development practitioners from Chemonics, School-to-School International, Creative Associates, and USAID, shared lessons learned from reporting on a national EGRA (Afghanistan’s first) and other stories and lessons from crisis and conflict zones, including experiences shared by attendees. ECCN also communicated updates on a new guidance tool for data quality considerations and indicator development efforts aimed at improving equity in EiCC programming.
The collaborative webcast on M&E Standards in Crisis and Conflict was both thought-provoking and candid. Field experts challenged participants to re-imagine the relativity of data collection as well as the reality of school samples in crisis and conflict zones.
The webcast slides are available here, and the recording is available above.
- Resources, Skills, and Capacities in Early Grade Reading in Afghanistan (Final Report)
- Early Grade Reading Assessment in Public Schools of Afghanistan (Technical Report)
You might also be interested in:
- Our July 25 webcast on Adapting M&E Tools for Crisis and Conflict Settings. Access the recording and resources on our website.
- ECCN’s Rapid Education and Risk Analysis (RERA) Toolkit, which helps implementing partners collect timely inputs about their environment and communities in conflict or crisis settings to inform program design and implementation. RERA works within USAID’s Collaborating, Learning, and Adapting (CLA) framework. In December, ECCN will offer in-depth training on the revised version of the toolkit (RERA 2.0).
- You can read more about STS’s recent experience in navigating common M&E challenges in crisis and conflict settings in a new blog post.
Dr. Jordene Hale is a monitoring, evaluation, and education specialist with over 25 years’ experience in strategic planning and project management. Hale recently joined Chemonics as an education technical director. Prior to this, she served as chief of party on the USAID funded READ M&E in Ethiopia. Hale has provided oversight to projects in counter-terrorism with the Department of Defense (DOD) and Department of State (DOS), diplomacy in the Lower Mekong region, Democracy and Human rights in Pakistan, among others. She has extensive experience in education, mother tongue instruction, Early Grade Reading Assessment (EGRA), and gender. She has worked in several areas of crisis and conflict, including Liberia, Mali, and Sierra Leone. She holds an EdD in education from the University of Massachusetts-Amherst.
Dr. Sarah Jones is a senior monitoring and evaluation (M&E) advisor for USAID’s evidence team in E3/Education. Jones brings to the position over 15 years of experience in research and evaluation of social reform programs domestically and internationally with specializations in research methods, education, and youth. In her previous position as technical director at Social Impact, she focused on the evaluation of education and youth programs. She has also worked across sectors on complex evaluations, including serving as a technical lead on the Impact Evaluation of the Malawi CDCS Integration Initiative and as the qualitative specialist on the Food for Peace baseline studies in Uganda, Niger, and Guatemala during her time at ICF International. Both professionally and personally, her primary objective is to increase learning and improve education and youth-based programming to better meet the needs of children and youth (especially in countries affected by conflict or crisis). Jones holds a BA in Spanish and Italian from the University of Wisconsin, Madison (1996), a Masters (2000) and PhD (2004) in Sociology, and a Post-Doctorate in Education (2005) from the University of California, Santa Barbara.
Casey McHugh, a program manager at School-to-School International (STS), brings over six years of experience in international education, gender, program management, and monitoring and evaluation. She has experience in applied research and monitoring and evaluation, specializing in both quantitative and qualitative data collection and analysis. McHugh managed STS’s subcontract on the USAID-funded Resources, Skills, Capacity Building in Early Grade Reading in Afghanistan (RSC-EGR), implemented by Chemonics International. Collaborating closely with Chemonics and a local data collection firm, McHugh managed the assessment design and data collection processes for Afghanistan’s first nationally-representative Early Grade Reading Assessment (EGRA) and accompanying School Management Effectiveness and Safety (SMES) survey, including a sample of over 1,200 schools and over 19,000 students across Afghanistan. She coordinated and supported the training of EGRA and SMES assessors through a mix of in-country and remote technical support, with 238 assessors trained over three rounds, including 89 MOE participants from the provincial education directorates.
Karen Tietjen has 35 years’ experience in international education including through her current work leading design and implementation of EGR programs for Creative Associates. She has supported education program design and implementation for USAID and other donors in a range of countries, including Benin, Ethiopia, Ghana, Guinea, Kenya, Lesotho, Liberia, Mali, Namibia, Nigeria, Rwanda, Senegal, South Africa, Sudan, Uganda, and Zambia. Tietjen has implemented programs, conducted research, and developed monitoring and evaluation (M&E) systems in several conflict countries, including Afghanistan, Haiti, Nigeria, Pakistan, South Sudan, and Yemen. She specializes in education planning and design, early grade reading, institutional and systems development research and M&E, and policy development and reform. She holds an MS in Economics of Education from Florida State University.