Monitoring, Evaluation and Learning Theatre for a Change’s Monitoring, Evaluation and Learning (MEL) focuses on how to improve the quality of the organisation’s work, and thus the impact on our participants. As an organisation we define impact as ‘good change’. Our vision is to be collects useful information and evidence that helps programme teams turn this information into action. All activities are driven by 3 guiding principles: To empower participants and stakeholders To be innovative in ways we collect information To learn from the information we collect and turn this learning into action We have a number of monitoring and evaluation activities that we use to ensure the smooth running of programmes as well as identifying impact. In designing MEL for programmes we aim to be able to capture change at individual, group and social levels

Impact Evaluation Methods I There are number of different methods that we use to assess the impact of programmes, depending on the aims, the type of participants and budget and resources available. Due to the nature of behaviour change a mixed qualitative and quantitative methods is always our preferred approach, collecting information from a wide range of sources. Example and options include: Focus Group Discussions or individual interviews Used at all stages of programmes to gather feedback on changes and improvements for participants or identify programme limitations for improvements Interview can be interviewer led or peer led to allow for greater honesty and discussion Knowledge , Attitude and Practice Surveys Generally used to assess participants basic knowledge on a particular topic such as SRH or Rights Administered at the beginning end of projects to check for changes

Impact Evaluation Methods II Condom demonstrations Participants are asked to provide demonstrations of both male and female condoms, including all 8 or 9 steps from opening packet to correct disposal to ensure that that have understood training Behaviour Observations Participants are observed in a role- play scenario, for example condom negotiation or say no to unwanted sex. They are assessed in ability to use key skills such as eye contact, strong voice, clear mention of rights etc that would result in a positive result Self Confidence and Efficacy Measured in two ways, via facilitator observations at the beginning and end, relating to behaviour of participant e.g. do they speak out, volunteer for tasks, make eye contact, have a positive stance etc In questionnaire format through self assessment using the Rosenberg scale on belonging and personal value Journal Reflections Participants keep a journal of their learning and experience, which can be written or pictures. Facilitators keep track of the reflection and understanding

Impact Evaluation Methods III Participatory Baseline and Endlines Using a TfaC style workshop, knowledge, attitude and practice to key programme topics can be assessed at the beginning and end of training, for example through group work and brainstorming or sculptures for attitudes. The workshop is then repeated at the end to review progress Particularly for children or participants with limited literacy Action Focus Groups Rather than traditional discussion, groups are given a task to work on together. Analysis of impact is done through observation of the group dynamic, what they discuss and what informs their choices Particularly good for younger participants who may have difficulty articulating what they have learned in a traditional group Personal Stories of Change and Case Studies These can be from participants, facilitators or community groups, highlighting achievements