Monitoring, evaluation and accountability evidence use for design, adaptation, and scale-up of an early childhood development program in Rwanda
Bibliographic Data
| ID | 22090363 |
|---|---|
| Authors | Caroline Dusabe (0009-0009-9245-0116, corresponding author), Monique Abimpaye, Noella Kabarungi, Marie Diane Uwamahoro |
| Year | 2023 |
| Volume | 11 |
| Pages | 1165353-1165353 |
| Publication date | 2023-07-27 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Public Health (JOURNAL) |
| Journal identifiers | ISSN: 2296-2565 • E-ISSN: 2296-2565 |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/fpubh.2023.1165353 |
| PMID | 37588121 |
| OpenAlex | W4385307395 |
| Language | EN |
| References cited | 7 |
Introduction: The first three years of a child's life are the most critical to child development and have an impact on the future achievement of the child. Young children's healthy development depends on nurturing care that ensures health, nutrition, responsive caregiving, safety, and security. Parents & other adult caregivers play a critical role in moderating children's early experiences, which has a lasting impact be it positive or negative on the children's future. Parenting education programs are proven to improve parental skills, capacity, and efficacy in a way that supports improved child development outcomes. Yet, most parents in low-middle-income countries such as Rwanda lack access to information and skills on how to support their children's holistic development. In response, Save The Children implemented the First Steps "Intera za Mbere" holistic parenting education project in Rwanda from 2014 to 2021. This paper reflects on how monitoring, evaluation, accountability, and learning (MEAL) approaches were applied throughout the project cycle and their impact on program improvement and national policy and advocacy. This paper explores how the aspirations for measurement for change, considerations for innovation uptake and frameworks for learning about improvement are reflected in this project. Methods: The project utilized qualitative and quantitative MEAL across the program cycle. Action research at the start of the project identified promoters and inhibitors of high-quality nurturing care and program delivery modalities. The project utilized a randomized control trial to provide insight into components that work better for parenting education. Evidence from surveys done remotely via phones was used to inform COVID-19 adaptations of the program. Results: The application of MEAL evidence led to the successful development and improvement of the program. At the policy level, evidence from the project influenced the review of the 2016 National Integrated ECD policy and the development of the national parenting education framework. Conclusion: The regular use of evidence from MEAL is critical for program improvement, scale-up, and policy influence
Accountability · Child development · Developmental psychology · Early childhood · Early childhood education · Empirical evidence · Medical education · Monitoring and evaluation · Political science · Program Design Language · Program evaluation · Child Nutrition and Water Access · Early Childhood Education and Development · Engineering · Evaluation and Performance Assessment · Medicine · Nursing · Psychology
| Highly cited | No |
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