Improving data collection for school management in South Sudan

Match making

Selection of schools and participants to be trained for digital pilot with KOBO

Following restrictions related to Covid-19 measures, we decided to select one of the three pre-identified models. Following an online presentation by David Ogiga, the expert from Sote Hub, of the three tools and an extensive discussion with the team in South Sudan we finally select KoBo Toolbox as the best model to improve data-collection and analysis in schools. An important reason for this was that the Education Cluster in South Sudan is also using Kobo Toolbox, which increases the chances that the pilot projects can be scaled.

To enhance sustainability, the training trajectory will start with a training of trainers, with participation from a representative from the State Ministry of Education and project staff from the project locations. Subsequently, trainings session will take place for future users of the Kobo Toolbox, followed by a day of field testing. From Juba and Torit, 2 schools would be selected by project partners, providing room for 9 different stakeholders from each school: 1 headteacher, 2 teachers, 2 SMC members, 2 PTA members, 1 local authority representative, and 1 local partner representative (Oxfam, AVSI, or CDI).The training will be facilitated by the participants from the ToT, with active support and back-up from Stephen Aloo as the certified Kobo Toolbox Trainer.

These are your results

Learning group composition

Below you can see the outcome based on your previous answers. The results explain which type of roles are already represented in your current learning group, and which other complimentary roles may still be missing at this point.

Well done! Your team is greatly balanced.

Not bad but... Your learning group is strong but you still have some room for improvement.

The following profiles are not included in your group:

Gender

Watch out The composition of the group should be gender balanced (40%-60% gender quota is adviced)

Great The composition of the group is gender-balanced (40%-60% gender quota is adviced)

With a view to changing societal conditions and causing deep changes in power structures, while promoting a richer composition of the group in views and diversity, a 40%-60% gender balance in the group composition is recommended.

Cultural and religious awareness

You have established the following items as things to keep into account:

During the exchange, there may be cultural differences or religious issues that should be taken into account when selecting the dates for the exchange. Diversity in the composition of the learning group, whereas in relation to culture, professional background and/or experience, influences positively the learning process.

Language

Of your group speak fluently the language of exchange that is .

30%

Watch out This could be a serious culprit to your project

To guarantee successful learning, any language barriers should be addressed beforehand. If there are people within the group who have any type of difficulties understanding the language of the exchange, these should be assessed and solved jointly before the exchange takes place. At least 70% of the participants should speak and understand the language of the exchange. If this isn’t possible, it is strongly advised that you make sure some sort of translation is available.

Not bad Still, you should forsee that help will be needed

Great No problem is to be expected regarding language issues

Local Communities

Eco System.

30%

Watch out You may want to consider including more people from the local comunity.

Getting to know the local realities is an asset if you want to fully test, transform and implement the methodology after the exchange is over. To guarantee successful testing, transforming and implementation of the learning outcomes after the exchange, it is recommended that at least 50% of the members of the group are part of the local communities or key actors in the local eco system.

Great This can be very helpful to engage the local community.

Ensure that at least 50% of the members of the group are part of the local communities or key actors in the local eco system. This is key for successful testing, transforming and implementation of the methodology.

General recommendations

There are no strict rules on how a learning group should be composed. This depends on the local context, the objectives of the learning group, the strategy for the group to make a change, etc. However, our previous experience in E-Motive and in our evaluation reports shows that the following are good practices to be kept in mind when configuring a successful learning group, as these can help mitigate and manage any risks and make the most of the opportunities in the learning process.

Sustainability

For E-Motive to reach success, it is important that the learning is implemented in practices and translated into policies. In most cases and according to previous experiences, sustainable change has been guaranteed by a combination of factors.

Make sure that resources are available in order to test knowledge and learning in the local context after the exchange has concluded. Ask group participants to fill in a profile with motivation and proposed actions after the exchange, to make sure you have the best group composition. Bring in actors in the group with powerful resources and network connections.
In the learning group, you need reliable role models from local communities to focus on opening mind sets. In addition, you need influencing actors such as religious leaders, local authorities, and others who could give support in changing practices and policies.
Community engagement is key. We recommend organizing community dialogues after the exchange has taken place so as to share the learning outcomes and experiences. Use local and social media. Bring key actors in the group from the community, local market and government to guarantee engagement and access to local resources for sustainability.
E-motive focuses on changing the way people do things, the way they approach and the way they think about problems. Therefore, you need networkers to gain support and help develop spin-offs and you need to connect to advocacy actors to set up a strategy for influencing mind sets and agendas.

Below you’ll find the outcome of the questionnaire. Based on this, you may want to consider adjustments to your participant list. Alternatively, you could look for other options to connect to the less represented roles either before or after the actual exchange.

Role name

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TEXTO B: Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nulla varius risus at est pellentesque, nec vestibulum orci euismod. Vivamus luctus pellentesque metus, sit amet consectetur sem pellentesque eu.

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Match making

Match making

Please fill in this form to evaluate the adequacy of your learning group

General information

Which specific roles are needed in your group?

Learning group composition

Is there in the learning group ...

These are your results

Learning group composition

Gender

Cultural and religious awareness

Language

Local Communities

General recommendations

Sustainability

Role name

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