Pub Date : 2025-01-15DOI: 10.1016/j.evalprogplan.2025.102534
Bidossessi M.G. Dossou Kpanou , Jori N. Hall , Kathleen D. Kelsey
Evaluation practices in the French-speaking countries of the West African Economic and Monetary Union (WAEMU) are poorly understood and infrequently documented. Our study is a descriptive analysis that elucidates how stakeholders are conceptualized and involved in evaluation processes in WAEMU. In these countries, evaluators are concerned about the weak stakeholder involvement in evaluation activity and call for greater stakeholder engagement, juxtaposed to the challenges of doing so. This embedded mixed methods design allowed us to examine stakeholders’ involvement in evaluation processes in the French-speaking WAEMU countries. The results revealed that stakeholders were conceptualized either through structured categorization using established categories in the evaluation literature or through contextual categorization, depending on their relevance to the evaluation process and the information they can provide. Regardless of these categorizations, the primary rationale for stakeholder engagement processes was to achieve acceptable or credible results and to engage the most influential stakeholders. These findings contribute to the evaluation literature by offering a deeper understanding of stakeholder involvement in the WAEMU context.
{"title":"Conquering acceptability: A study of stakeholder inclusion practices in evaluation processes in francophone West African Countries","authors":"Bidossessi M.G. Dossou Kpanou , Jori N. Hall , Kathleen D. Kelsey","doi":"10.1016/j.evalprogplan.2025.102534","DOIUrl":"10.1016/j.evalprogplan.2025.102534","url":null,"abstract":"<div><div>Evaluation practices in the French-speaking countries of the West African Economic and Monetary Union (WAEMU) are poorly understood and infrequently documented. Our study is a descriptive analysis that elucidates how stakeholders are conceptualized and involved in evaluation processes in WAEMU. In these countries, evaluators are concerned about the weak stakeholder involvement in evaluation activity and call for greater stakeholder engagement, juxtaposed to the challenges of doing so. This embedded mixed methods design allowed us to examine stakeholders’ involvement in evaluation processes in the French-speaking WAEMU countries. The results revealed that stakeholders were conceptualized either through structured categorization using established categories in the evaluation literature or through contextual categorization, depending on their relevance to the evaluation process and the information they can provide. Regardless of these categorizations, the primary rationale for stakeholder engagement processes was to achieve acceptable or credible results and to engage the most influential stakeholders. These findings contribute to the evaluation literature by offering a deeper understanding of stakeholder involvement in the WAEMU context.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"110 ","pages":"Article 102534"},"PeriodicalIF":1.5,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143029909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-14DOI: 10.1016/j.evalprogplan.2025.102537
Samuel Nocito , Alessandra Venturini
This study examines the Welcome-ED project—a partnership between the Municipality of Turin and the Turin Museum of Savings (MoS)—designed to provide tailored financial education to diverse migrant groups through cooperation with local entities, including cooperatives, non-profit associations, and provincial centers for adult education. By analyzing the project’s implementation, we identify its strengths and critical areas for improvement, offering actionable recommendations to guide the design of future financial education programs for migrants at the local level. The program’s use of multimodal, interactive teaching methods is a valuable aspect of this initiative, as it contributed to increasing participant engagement and delivering accessible content. Our analysis demonstrates that evaluation criteria should account for varying levels of topic difficulty, supported by insights from Item Response Theory (IRT). Migrants involved through cooperatives and non-profits exhibited the greatest knowledge gains, emphasizing the importance of context-specific approaches tailored to participants’ diverse needs—a goal achievable through effective inter-institutional cooperation and co-creation.
{"title":"Inter-institutional cooperation and migrants' financial education: An Italian case study","authors":"Samuel Nocito , Alessandra Venturini","doi":"10.1016/j.evalprogplan.2025.102537","DOIUrl":"10.1016/j.evalprogplan.2025.102537","url":null,"abstract":"<div><div>This study examines the Welcome-ED project—a partnership between the Municipality of Turin and the Turin Museum of Savings (MoS)—designed to provide tailored financial education to diverse migrant groups through cooperation with local entities, including cooperatives, non-profit associations, and provincial centers for adult education. By analyzing the project’s implementation, we identify its strengths and critical areas for improvement, offering actionable recommendations to guide the design of future financial education programs for migrants at the local level. The program’s use of multimodal, interactive teaching methods is a valuable aspect of this initiative, as it contributed to increasing participant engagement and delivering accessible content. Our analysis demonstrates that evaluation criteria should account for varying levels of topic difficulty, supported by insights from Item Response Theory (IRT). Migrants involved through cooperatives and non-profits exhibited the greatest knowledge gains, emphasizing the importance of context-specific approaches tailored to participants’ diverse needs—a goal achievable through effective inter-institutional cooperation and co-creation.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"110 ","pages":"Article 102537"},"PeriodicalIF":1.5,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143042293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-12DOI: 10.1016/j.evalprogplan.2025.102538
Levon Momdjian , Marni Manegre , Mar Gutiérrez-Colón
As technology rapidly transforms educational landscapes, the imperative for teachers to possess digital competence becomes increasingly vital. This paper explores the effectiveness of different approaches employed by teacher education programs in equipping preservice teachers with digital competence. The study categorizes these approaches into three main groups: direct, integrated, and modeling. Through an analysis based on the DigCompEdu framework, the study aims to explore the relationship between teacher training approaches and the development of preservice teachers' digital competences. A mixed-methods approach, including surveys and document analyses, was utilized, involving 399 preservice teachers and 84 teacher educators from various Lebanese teacher training programs. The results indicate that teacher educators’ modeling plays a pivotal role in influencing preservice teachers' overall digital competence, surpassing the impact of both direct and integrated approaches. Recommendations include prioritizing digital professional development for teacher educators, revising curricula, addressing course design effectiveness, and enhancing both direct and integrated approaches. These insights aim to inform the design and improvement of teacher training programs to meet the evolving demands of digital education.
{"title":"A study of preservice teachers’ digital competence development: Exploring the role of direct instruction, integrated practice, and modeling","authors":"Levon Momdjian , Marni Manegre , Mar Gutiérrez-Colón","doi":"10.1016/j.evalprogplan.2025.102538","DOIUrl":"10.1016/j.evalprogplan.2025.102538","url":null,"abstract":"<div><div>As technology rapidly transforms educational landscapes, the imperative for teachers to possess digital competence becomes increasingly vital. This paper explores the effectiveness of different approaches employed by teacher education programs in equipping preservice teachers with digital competence. The study categorizes these approaches into three main groups: direct, integrated, and modeling. Through an analysis based on the DigCompEdu framework, the study aims to explore the relationship between teacher training approaches and the development of preservice teachers' digital competences. A mixed-methods approach, including surveys and document analyses, was utilized, involving 399 preservice teachers and 84 teacher educators from various Lebanese teacher training programs. The results indicate that teacher educators’ modeling plays a pivotal role in influencing preservice teachers' overall digital competence, surpassing the impact of both direct and integrated approaches. Recommendations include prioritizing digital professional development for teacher educators, revising curricula, addressing course design effectiveness, and enhancing both direct and integrated approaches. These insights aim to inform the design and improvement of teacher training programs to meet the evolving demands of digital education.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102538"},"PeriodicalIF":1.5,"publicationDate":"2025-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-10DOI: 10.1016/j.evalprogplan.2025.102536
Archer Lee-Easton, Michael Maranda, Stephen Magura
Purpose
Demand for the use of evidence-based interventions (EBI) to address behavioral health issues remains high in the United States. States are primarily tasked with determining what constitutes EBIs on a state-by-state basis. This results in variations in what constitutes an EBI across states. The study’s purpose is to determine the different ways in which state mandates for EBIs operationalize the concept of EBI, including the different levels of evidence that are required. The EBI mandates of 8 states were purposively selected for this study based on their Pew Charitable Trusts rating of EBI implementation.
Results
64 % of EBI operationalizations included a quality of evidence requirement and 74 % included an impact reporting requirement. 52 % included both types of requirements, 35 % featured one type of requirement or the other, and 14 % included neither type of requirement. There was variation in the content of those requirements depending on the implied tier of evidence and the state’s PMC rating category.
Conclusions
States need consistent operationalizations of what constitutes an EBI if they are to support the implementation of effective programming for behavioral health care. Additionally, states should produce more rigorous research-based operationalizations of what constitutes an EBI.
{"title":"Characteristics of mandates for evidence-based behavioral health interventions in 8 selected US states","authors":"Archer Lee-Easton, Michael Maranda, Stephen Magura","doi":"10.1016/j.evalprogplan.2025.102536","DOIUrl":"10.1016/j.evalprogplan.2025.102536","url":null,"abstract":"<div><h3>Purpose</h3><div>Demand for the use of evidence-based interventions (EBI) to address behavioral health issues remains high in the United States. States are primarily tasked with determining what constitutes EBIs on a state-by-state basis. This results in variations in what constitutes an EBI across states. The study’s purpose is to determine the different ways in which state mandates for EBIs operationalize the concept of EBI, including the different levels of evidence that are required. The EBI mandates of 8 states were purposively selected for this study based on their Pew Charitable Trusts rating of EBI implementation.</div></div><div><h3>Results</h3><div>64 % of EBI operationalizations included a quality of evidence requirement and 74 % included an impact reporting requirement. 52 % included both types of requirements, 35 % featured one type of requirement or the other, and 14 % included neither type of requirement. There was variation in the content of those requirements depending on the implied tier of evidence and the state’s PMC rating category.</div></div><div><h3>Conclusions</h3><div>States need consistent operationalizations of what constitutes an EBI if they are to support the implementation of effective programming for behavioral health care. Additionally, states should produce more rigorous research-based operationalizations of what constitutes an EBI.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102536"},"PeriodicalIF":1.5,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-14DOI: 10.1016/j.evalprogplan.2024.102532
Stephanie L. Creasy, Erin Seger, Molly Eggleston, Mary Hawk, James E. Egan
Background
The Pitt Public Health evaluation team used a mixed-methods, community-based participatory research method of concept mapping to evaluate factors affecting the Overdose Data to Action (OD2A) opioid overdose surveillance and prevention project outcomes for Allegheny County, Pennsylvania.
Methods
In June 2021 we developed the focal prompt: “What factors work to help or limit OD2A program outcomes at the individual, community, and or/system level?”Community partners participated in three phases: Brainstorming, Sorting and Rating, and Interpretation. Using concept mapping software, we applied multidimensional scaling to visualize a point map displaying factors and their relative relationships, and hierarchical cluster analysis to generate concept maps displaying clusters of factors.
Results
During the brainstorming phase community partners (N = 18) generated 69 unique statements describing factors impacting OD2A work and community partners (N = 16) sorted and rated statements using concept mapping software. In the interpretation community partners (N = 26) selected the 10-cluster map as the most salient cluster solution. Using this cluster map and cluster ratings, we identified Stigma, Criminalization and Marginalization, and Racial Equity as factors of highest importance to overdose prevention success but lowest in success thus far.
Discussion
Using concept mapping to evaluate factors affecting OD2A outcomes was a successful method of engaging community partners in considering opportunities to strengthen OD2A and future overdose prevention efforts.
{"title":"Using concept mapping methods to evaluate overdose data to action program efforts in Allegheny County, Pennsylvania","authors":"Stephanie L. Creasy, Erin Seger, Molly Eggleston, Mary Hawk, James E. Egan","doi":"10.1016/j.evalprogplan.2024.102532","DOIUrl":"10.1016/j.evalprogplan.2024.102532","url":null,"abstract":"<div><h3>Background</h3><div>The Pitt Public Health evaluation team used a mixed-methods, community-based participatory research method of concept mapping to evaluate factors affecting the Overdose Data to Action (OD2A) opioid overdose surveillance and prevention project outcomes for Allegheny County, Pennsylvania.</div></div><div><h3>Methods</h3><div>In June 2021 we developed the focal prompt: “What factors work to help or limit OD2A program outcomes at the individual, community, and or/system level?”Community partners participated in three phases: Brainstorming, Sorting and Rating, and Interpretation. Using concept mapping software, we applied multidimensional scaling to visualize a point map displaying factors and their relative relationships, and hierarchical cluster analysis to generate concept maps displaying clusters of factors.</div></div><div><h3>Results</h3><div>During the brainstorming phase community partners (N = 18) generated 69 unique statements describing factors impacting OD2A work and community partners (N = 16) sorted and rated statements using concept mapping software. In the interpretation community partners (N = 26) selected the 10-cluster map as the most salient cluster solution. Using this cluster map and cluster ratings, we identified Stigma, Criminalization and Marginalization, and Racial Equity as factors of highest importance to overdose prevention success but lowest in success thus far.</div></div><div><h3>Discussion</h3><div>Using concept mapping to evaluate factors affecting OD2A outcomes was a successful method of engaging community partners in considering opportunities to strengthen OD2A and future overdose prevention efforts.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102532"},"PeriodicalIF":1.5,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-08DOI: 10.1016/j.evalprogplan.2024.102533
Heena Choudhary
This research examines the challenges and opportunities in implementing Digital Literacy Training Programs (DLTPs) in rural areas of India, focusing on bridging the digital divide. Drawing on Standpoint Theory, the study explores how stakeholders' social locations and identities shape their perspectives on DLTPs, highlighting power dynamics and intersectionality within program implementation. Through qualitative analysis, including interviews with district-level managers, trainers, trainees, and potential beneficiaries, the study uncovers critical challenges such as infrastructural issues, limited access to digital resources, and perceived usefulness barriers. The findings contribute to theoretical understandings of social justice and knowledge production, emphasising the importance of valuing diverse perspectives and addressing intersecting forms of privilege and oppression. The study's implications extend to policy and practice, advocating for increased investment in digital infrastructure, tailored program design, stakeholder collaboration, and targeted awareness campaigns to effectively address the digital divide and promote digital empowerment in rural India. Overall, this research offers critical insights into the complexities of DLTP implementation and its implications for digital inclusion and social change.
{"title":"From margins to mainstream: Paving the way to digital equity through digital literacy training programs","authors":"Heena Choudhary","doi":"10.1016/j.evalprogplan.2024.102533","DOIUrl":"10.1016/j.evalprogplan.2024.102533","url":null,"abstract":"<div><div>This research examines the challenges and opportunities in implementing Digital Literacy Training Programs (DLTPs) in rural areas of India, focusing on bridging the digital divide. Drawing on Standpoint Theory, the study explores how stakeholders' social locations and identities shape their perspectives on DLTPs, highlighting power dynamics and intersectionality within program implementation. Through qualitative analysis, including interviews with district-level managers, trainers, trainees, and potential beneficiaries, the study uncovers critical challenges such as infrastructural issues, limited access to digital resources, and perceived usefulness barriers. The findings contribute to theoretical understandings of social justice and knowledge production, emphasising the importance of valuing diverse perspectives and addressing intersecting forms of privilege and oppression. The study's implications extend to policy and practice, advocating for increased investment in digital infrastructure, tailored program design, stakeholder collaboration, and targeted awareness campaigns to effectively address the digital divide and promote digital empowerment in rural India. Overall, this research offers critical insights into the complexities of DLTP implementation and its implications for digital inclusion and social change.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102533"},"PeriodicalIF":1.5,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142872871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-08DOI: 10.1016/j.evalprogplan.2024.102531
Wendi F. Cross , Janet McCarten , Jennifer S. Funderburk , Hugh F. Crean , Jennifer Lockman , Caitlin E. Titus , Wilfred R. Pigeon
Purpose
Measuring fidelity is critical in program evaluations to assess how implementation influences outcomes. Implementer fidelity is comprised of adherence to the treatment content and competence of treatment delivery. Cognitive behavioral therapy for insomnia (CBT-I) is well-established and empirically supported with variants such as brief CBTi (bCBTi) showing promise in reducing both insomnia and depression. The impact of therapist fidelity on treatment outcomes is unknown in part because reliable measures have not been available. We developed measures of therapist fidelity for bCBT-i and assessed the impact of fidelity in the context of a pilot study with veterans in primary care.
Methods/Results
Audio recordings from 23 participants (78 % male) were coded.
Therapist adherence measures were created for each session along with a single measure of therapist competence. Inter-rater reliability was established and predictive validity was determined. For total adherence, inter-rater reliability was excellent across sessions (ICC =.73 −.80). The competence measure showed good reliability across all sessions (ICC =.57) and was internally consistent (Cronbach’s alpha =.75). There was only 10 % of shared variance between adherence and competence. All of the fidelity measures demonstrated associations with outcomes in the predicted direction; therapist adherence was significantly associated with decreased depression.
{"title":"Measuring fidelity of brief cognitive behavior therapy for insomnia: Development, reliability and validity","authors":"Wendi F. Cross , Janet McCarten , Jennifer S. Funderburk , Hugh F. Crean , Jennifer Lockman , Caitlin E. Titus , Wilfred R. Pigeon","doi":"10.1016/j.evalprogplan.2024.102531","DOIUrl":"10.1016/j.evalprogplan.2024.102531","url":null,"abstract":"<div><h3>Purpose</h3><div>Measuring fidelity is critical in program evaluations to assess how implementation influences outcomes. Implementer fidelity is comprised of adherence to the treatment content and competence of treatment delivery. Cognitive behavioral therapy for insomnia (CBT-I) is well-established and empirically supported with variants such as brief CBTi (bCBTi) showing promise in reducing both insomnia and depression. The impact of therapist fidelity on treatment outcomes is unknown in part because reliable measures have not been available. We developed measures of therapist fidelity for bCBT-i and assessed the impact of fidelity in the context of a pilot study with veterans in primary care.</div></div><div><h3>Methods/Results</h3><div>Audio recordings from 23 participants (78 % male) were coded.</div><div>Therapist adherence measures were created for each session along with a single measure of therapist competence. Inter-rater reliability was established and predictive validity was determined. For total adherence, inter-rater reliability was excellent across sessions (ICC =.73 −.80). The competence measure showed good reliability across all sessions (ICC =.57) and was internally consistent (Cronbach’s alpha =.75). There was only 10 % of shared variance between adherence and competence. All of the fidelity measures demonstrated associations with outcomes in the predicted direction; therapist adherence was significantly associated with decreased depression.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102531"},"PeriodicalIF":1.5,"publicationDate":"2024-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vocational Training is integral to Skill India Mission 2015, which targets to mitigate youth unemployment. However, evidence reveals a significant number of unenrolled youths. Existing studies pinpoint the reasons for this decline in varied nations including India, but rarely they are specific to indigenous communities. Therefore, the aim is to delve into the diverse aspects of participation in vocational training, focusing on tribal communities in India.
Method
This systematic literature review uses the SPICE tool for question formulation, PRISMA guidelines for article selection, Mendeley for duplication elimination, and SQUIRE 2.0 for evaluating research quality.
Findings
There are few studies on tribal population participation in vocational training in India. An interpretation of synthesis based on 37 included studies highlights the low participation of tribes despite government emphasis. The analysis reveals that social stigma still hinders access to vocational training, undermining the potential benefits. Hence, inadequate progress in this area has compromised the fulfilment of its true purpose.
Originality
This study offers a unique approach by extracting literature and employing scientific review tools to find new insights. Notably, the review findings can shape the understanding of vocational training by stimulating global discussions.
{"title":"Participation among tribal youths of India in vocational training measures: A systematic review of literature","authors":"Pritam Biswal , Chandan Kumar Sahoo , Niharranjan Mishra","doi":"10.1016/j.evalprogplan.2024.102530","DOIUrl":"10.1016/j.evalprogplan.2024.102530","url":null,"abstract":"<div><h3>Purpose</h3><div>Vocational Training is integral to Skill India Mission 2015, which targets to mitigate youth unemployment. However, evidence reveals a significant number of unenrolled youths. Existing studies pinpoint the reasons for this decline in varied nations including India, but rarely they are specific to indigenous communities. Therefore, the aim is to delve into the diverse aspects of participation in vocational training, focusing on tribal communities in India.</div></div><div><h3>Method</h3><div>This systematic literature review uses the SPICE tool for question formulation, PRISMA guidelines for article selection, Mendeley for duplication elimination, and SQUIRE 2.0 for evaluating research quality.</div></div><div><h3>Findings</h3><div>There are few studies on tribal population participation in vocational training in India. An interpretation of synthesis based on 37 included studies highlights the low participation of tribes despite government emphasis. The analysis reveals that social stigma still hinders access to vocational training, undermining the potential benefits. Hence, inadequate progress in this area has compromised the fulfilment of its true purpose.</div></div><div><h3>Originality</h3><div>This study offers a unique approach by extracting literature and employing scientific review tools to find new insights. Notably, the review findings can shape the understanding of vocational training by stimulating global discussions.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102530"},"PeriodicalIF":1.5,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-30DOI: 10.1016/j.evalprogplan.2024.102522
Stéphane Bonny, Tereza Cahlikova
The introduction of digital curricula has become topical due to the increasingly pervasive role of ICTs in the society implying the necessity to develop digital skills from a young age. Because of the lack of in-house know-how, governments often need to rely on external actors providing digital education expertise. Organisational structures of such programs thus resemble collaborative governance regimes with distinct roles attributed to specific stakeholders. In this study, we explore cross-sector collaboration structures of the DigEd project aiming to introduce digital education in different cycles of compulsory and post-compulsory schooling on the local level in Switzerland. Findings indicate that the lack of leadership and of clarification of each partner’s role during the pilot phase of the project did not allow for the creation of a shared understanding among the involved partners and led to the domination of a limited number of influential actors. This tendency is confirmed through a graphic SNA analysis clearly illustrating the centrality of non-state actors. This contribution shows that it is not only the effects of projects that should be of interest to evaluators, but also their internal collaboration structures.
{"title":"Evaluating the effects of collaborative governance: Case of a digital education project","authors":"Stéphane Bonny, Tereza Cahlikova","doi":"10.1016/j.evalprogplan.2024.102522","DOIUrl":"10.1016/j.evalprogplan.2024.102522","url":null,"abstract":"<div><div>The introduction of digital curricula has become topical due to the increasingly pervasive role of ICTs in the society implying the necessity to develop digital skills from a young age. Because of the lack of in-house know-how, governments often need to rely on external actors providing digital education expertise. Organisational structures of such programs thus resemble collaborative governance regimes with distinct roles attributed to specific stakeholders. In this study, we explore cross-sector collaboration structures of the DigEd project aiming to introduce digital education in different cycles of compulsory and post-compulsory schooling on the local level in Switzerland. Findings indicate that the lack of leadership and of clarification of each partner’s role during the pilot phase of the project did not allow for the creation of a shared understanding among the involved partners and led to the domination of a limited number of influential actors. This tendency is confirmed through a graphic SNA analysis clearly illustrating the centrality of non-state actors. This contribution shows that it is not only the effects of projects that should be of interest to evaluators, but also their internal collaboration structures.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"109 ","pages":"Article 102522"},"PeriodicalIF":1.5,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-28DOI: 10.1016/j.evalprogplan.2024.102521
Chinasa Emelda Nnanyelugo , Ndubuisi M. Nnanna , Ukam Ivi Ngwu , Ozioma Patience Nwokedi , Charles Okwuowulu , Izuchukwu John Ewulu , Chibuzor Cosmas Nwoga , Verlumun Celestine Gever
This study examined the effectiveness of music storytelling communication intervention in promoting the acceptance of caesarean section (CS) among families in rural areas. The families were randomly assigned to control groups, music storytelling and non-music storytelling. The result showed that although the families reported a negative perception of CS at baseline and rejected it as a delivery option, this changed significantly after the intervention. Comparatively, families in music storytelling scored higher regarding positive perceptions and acceptance of CS than those in non-music storytelling. The difference between the control and treatment groups was sustained during follow-up assessment after six months. However, a relapse of 5.0 was observed for the non-music storytelling regarding their perception and 5.5 regarding their acceptance of CS. For the music storytelling, the relapse was 2.1 for perception and 2.9 for acceptance. This means that music storytelling also led to a low relapse when compared with non-music storytelling communication intervention.
{"title":"Using music storytelling communication intervention to promote acceptance of C-sections among families in rural areas","authors":"Chinasa Emelda Nnanyelugo , Ndubuisi M. Nnanna , Ukam Ivi Ngwu , Ozioma Patience Nwokedi , Charles Okwuowulu , Izuchukwu John Ewulu , Chibuzor Cosmas Nwoga , Verlumun Celestine Gever","doi":"10.1016/j.evalprogplan.2024.102521","DOIUrl":"10.1016/j.evalprogplan.2024.102521","url":null,"abstract":"<div><div>This study examined the effectiveness of music storytelling communication intervention in promoting the acceptance of caesarean section (CS) among families in rural areas. The families were randomly assigned to control groups, music storytelling and non-music storytelling. The result showed that although the families reported a negative perception of CS at baseline and rejected it as a delivery option, this changed significantly after the intervention. Comparatively, families in music storytelling scored higher regarding positive perceptions and acceptance of CS than those in non-music storytelling. The difference between the control and treatment groups was sustained during follow-up assessment after six months. However, a relapse of 5.0 was observed for the non-music storytelling regarding their perception and 5.5 regarding their acceptance of CS. For the music storytelling, the relapse was 2.1 for perception and 2.9 for acceptance. This means that music storytelling also led to a low relapse when compared with non-music storytelling communication intervention.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"108 ","pages":"Article 102521"},"PeriodicalIF":1.5,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142757146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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