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Meeting the United Nations Sustainable Development Goals (SDGs) will require adapting or redirecting a variety of very complex global and local human systems. It is essential that development scholars and practitioners have tools to understand the dynamics of these systems and the key drivers of their behavior, such as barriers to progress and leverage points for driving sustainable change. System dynamics tools are well suited to address this challenge, but they must first be adapted for...
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This document is a an Introductory Toolkit for for civil servants. It is one component of a suite of documents that aims to act as a springboard into systems thinking for civil servants unfamiliar with this approach. These documents introduce a small sample of systems thinking concepts and tools, chosen due to their accessibility and alignment to civil service policy development, but which is by no means comprehensive. They are intended to act as a first step towards using systems thinking...
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Organising for Systems Innovation at Scale Our team at Griffith Centre for Systems Innovation have been experimenting with and evolving a Challenge-led Innovation Approach (based on Mission-oriented approaches developed by Mariana Mazzucato at UCL IIPP and others internationally). We are using this approach to guide the way we work internally and engage with our systems innovation partners. We’ve facilitated intensive Re:Treats, worked with government bodies, businesses and civic...
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USAID’s Bureau for Policy, Planning and Learning (PPL) and its support mechanism, LEARN, have developed a Collaborating, Learning, and Adapting (CLA) Framework and Maturity tool to help USAID missions think more deliberately about how to plan for and implement CLA approaches that fit the mission’s context and assist them in achieving their development objectives. While the tool is intended primarily for USAID audiences to be used in participatory self-assessment workshops, the CLA Framework...
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Effective learning is a key driver of market systems change, with the potential to enhance system competitiveness, resilience, and inclusiveness. Shifting the Locus of Learning: Catalyzing Private Sector Learning to Drive Systemic Change recently outlined a rationale for enhancing the scale and quality of learning in a system and identifying 10 strategies programs can contextualize to catalyze learning. These strategies are also backed with robust examples from 13 programs doing this work...
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Tools for developing, exploring and evaluating predictive models of expected outcomes
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CARE's Failing Forward initiative is sparking opportunities to showcase the ideas that don't work so we can spend more time implementing the ones that do. It's changing the conversation inside the organization, and leading to changes in the way we design and implement programs.
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In this concluding article, grounded on the exemplary contributions contained in the preceding pages, the guest editors scale the proverbial soapbox and present a manifesto to guide the pursuit and advancement of the next generation of program theorizing. Formulating ten declarations for program theory development and examination, the modest hope of the authors is to motivate and inspire reflective evaluation practitioners to broaden their views, approaches, and techniques for future program theorizing.
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IN 2013, the Royal United Services Institute for Defence and Security Studies (RUSI) was awarded a grant under the Kanishka Project to develop a handbook for monitoring and evaluating counter violent extremism (CVE) policies and programmes. The aim of this handbook is to support CVE policy-makers and practitioners (those who design, manage and evaluate CVE programmes), by providing them with key terms regarding violent extremism and radicalisation, describing the purpose of evaluation, and...
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This learning paper highlights how elements of outcome mapping were used by Save the Children Sweden in a project (2018-2020) that supports adolescents, affected by the Syria crisis, to become more resilient. The paper first outlines how the spheres of influence framework has been applied to develop an actor focused theory of change. It then describes how progress markers, as an alternative to SMART indicators, were formulated to monitor the programme’s results. The paper also outlines how...
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This systems change rubric describes different performance levels according to various systems elements, such as policy (formal rules), practices and relationships and connections. Programmes can use the rubric to assess the performance of systems to help decide where and how to intervene, or during and post-implementation to conduct progress assessments, and assess the effectiveness of interventions and type, breadth and depth of systems change. Each performance level description...
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This landscape review on measuring and monitoring adaptive learning highlights the learning from five adaptive programming guidelines and toolkits and one implementation science framework to inform the monitoring and evaluation of adaptive learning. The introduction of adaptive learning processes and skillsets in global health programming is part of an emerging strategy to advance a learning culture within projects and teams to improve health program performance. The monitoring and...
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In 2016, the Bureau of Policy, Planning and Learning (PPL) commissioned an internal stocktaking of USAID's mission-based MEL (Monitoring, Evaluation, and Learning) Platforms.
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Using monitoring data to improve interventions is harder than it seems. Decision-makers are often busy implementing activities, unclear about their roles in data collection and analysis, and uncertain what data matters most or when. PRISMA, an AUD77 million agricultural Market Systems Development (MSD) programme funded by DFAT Australia, has encountered these challenges. With the programme completing its first five year phase, this case study shares ten key lessons divided into three...
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Internal and external stakeholders have different information needs over a project’s life, for purposes that include adaptive management, accountability, compliance, reporting and learning. A project’s monitoring, evaluation, accountability and learning, or MEAL, system should provide the information needed by these stakeholders at the level of statistical reliability, detail and timing appropriate to inform data use. In emergency contexts where the situation is still fluid, ‘informal...
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A step-by-step guide on how to develop a Transformative Theory of Change, for innovation projects, programmes and organisations working on systems transformation. The MOTION project was initiated with one key question in mind: how can we help projects and organisations be more transformative, using the framework and concept provided by the multi-level perspective? And what kind of tools, methods and frameworks can we co-design that translate scientific concepts into practises relevant for...
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This training package includes 7 Training Modules and a set of Annexes (Annexes A-O). The Training Modules build on each other and should ideally be used in a sequenced way in a training setting. However, for groups with specific training needs around particular areas, modules can also be used individually, but need to be tailored by the trainers and facilitators to meet the needs of specific audiences. The annexes provide worksheets and hand-outs that can be used as resources during the training for specific modules and exercises.
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