Data use for improved programming and sustainable outcomes: case studies in applying the collaborating, learning, and adapting (CLA) approach

Group Submission Type: Formal Panel Session

Proposal

Collecting, analyzing, and using data is not new to the field of international education development. Often, it is a requirement of the funder to collect data for various purposes: for informing policy, for reporting, monitoring, evaluating program impact, or contributing to the field of research. This has enabled practitioners and funders across the globe to learn a great deal about what has worked or not worked. However, in most cases, the period between data collection and data use is lengthy and data is disseminated via long polished reports rather than in accessible and digestible ways. This can lead to program implementation continuing without adequate feedback from the beneficiaries they intend to serve. With most education projects averaging 3 to 5 years in duration, it is often difficult to effectively employ all of the data collected to inform program implementation. In recent years, more attention has been given to the need to close this time gap and to improve data dissemination so that data is used and employed to more quickly and effectively respond and adapt to challenges that arise during program implementation. This approach referred to as the Collaborating, Learning, and Adapting (CLA) approach by USAID helps programs make data-driven decisions about management and delivery of their programming which in turn can lead to better results and sustainable programming.
To successfully enact this approach, two major elements need to be applied: 1) Integrating CLA into the program workplan; 2) Building in all conditions necessary to enable this approach to be applied. For the first element, it is essential that programs begin with intentional planning to integrate tool design and data collection, analysis, and dissemination into their workplans. That is, collecting data should not be an afterthought and should be central to program activities as data should regularly and continuously inform implementation. Planning also involves the identification of stakeholders who will use this data and beneficiaries from whom to collect data need to be identified early. This is essential so that at the tool design and data collection and dissemination phases, the process is not held up.

Furthermore, data collection tools need to be employed and data analyzed in an efficient way, so they can be immediately used for decision-making around programming. In addition to this, data dissemination also needs to be carefully planned so data can be presented in a way that is digestible and accessible to all who need to access it. For the second element, conditions to build in to ensure the approach is applied can include : sufficient funding allocation to data collection, analysis, and dissemination and for adaptation of program activities, frameworks, and approaches ; and establishing a project culture that values learning and acknowledges data as a valuable resource to inform decision-making.

This panel will present concrete examples of how this approach was employed for adaptive management from four international education practitioners from Madagascar, Ghana, DRCongo, Kenya, and Uganda. In Madagascar, CLA was an integral part of the entire program. It informed the setting of national standards for reading, teaching and learning materials development, the teacher training and coaching model, the parent communication and sensitization model, and the language in education policy. In Ghana, data collected by system actors was disseminated through live dashboards where school districts could easily identify district-wide challenge areas as well as specific schools requiring differentiated support. In DRCongo, data collection is structured around three frameworks each serving to contribute to more informed decision-making and management of the program. In Kenya, qualitative research was employed via a national reading program monitoring dashboard, to inform decision-making at the government level. Finally, in Uganda, the establishment of a common learning agenda and action research allowed Monitoring and Evaluation teams to become program animators of strategic, cross-project and education sector learning.

In line with the conference theme, it examines the necessity of this approach for ensuring sustainable programming—so that lessons are being learnt before too much time has passed and money has been spent on ineffective approaches, and so programs are efficiently adjusted to be contextualized and adapted to meet the real needs of teachers, students, coaches, parents, etc.

Sub Unit

• General Pool

Individual Presentations

• Learning while doing: a case study for successful application of the Collaborating, Learning, and Adapting (CLA) approach in Madagascar - Nathalie Louge, FHI 360

• How should we present data for decision making? Score reporting research as a way of understanding how end-users interact with data - Mark Lynd, School-to-School International

• Interactive dashboards for adaptive management: Enabling differentiated school support in 100 school districts in Ghana – successes and challenges - Jennifer Sargeant, FHI 360

• The Multiple Dimensions of Adaptive Management – Examples from Diverse Contexts - Carmen Strigel, RTI International; Tracy Brunette, RTI International

Discussant

• Amy Mulcahy-Dunn, Encompass LLC