Principle Of Effect Research Articles

Monitoring and Evaluation Guiding Principles and Performance of Gender-Based Violence Programs in Nyarugenge District Rwanda

For evaluators, guiding principles have been developed, which are covered in professional development courses and discussed in conferences, but institutional monitoring and evaluation systems still find it difficult to completely grasp the reality of suffering caused by the demand to disclose results. The study’s purpose was to find out how monitoring and evaluation guidelines affect gender-based violence programs. It focused on three objectives, which are to assess: the contribution of the principle of safety to gender-based violence programs; the ethical principle's effect on the performance of such programs; and the influence of the honest feedback principle on gender-based violence programs. The research applied a descriptive research design, and interviews and questionnaires were used as research tools. The 154 respondents were selected from the target population of 250 using Slovin’s formula; 151 respondents were picked up using simple random sampling, and 3 were selected using purposive sampling. The collected results were analyzed using SPSS. Key findings of the study on the relationship between a dependent variable and the three independent variables showed that there is a strong correlation between monitoring and evaluation guiding principles and the performance of gender-based violence programs. The results obtained show that there is a statistically significant influence, as the P value was less than 0.05. Institutions involved in gender-based violence programs need to fully integrate monitoring and evaluation into gender-based violence program conceptualization and design, as well as invest resources in public engagement and training of staff involved in program monitoring and evaluation. Keywords: Monitoring and evaluation, guiding principles, gender-based violence, safety principle, ethical principle and honest feedback principle.

The Process of Applying Principles-Focused Evaluation to the Sexual Violence Prevention Field: Implications for Practice in Other Social Services Fields

Principles focused evaluation (PFE) can complement existing formative and outcome evaluation plans by identifying Effectiveness Principles (EPs), an operationalization of values and standards that guide practitioners during program implementation. To date, however, few examples of PFE are available in the literature. This description of the application of PFE to the Washington State Rape Prevention and Education (RPE) sexual violence prevention program provides an example of how this flexible approach can augment an existing evaluation plan to distill shared evaluation components across different organizations implementing diverse prevention programming. Specifically, we describe the process used by a team of practitioners, funders, evaluation consultants and state-level sexual violence prevention technical assistance providers to identify EPs, operationalize indicators for each EP, and develop and test an EP measurement approach. In this process, the seven very different RPE-funded organizations, each serving a unique community, were able to identify and endorse shared, core EPs. This description illustrates PFE's promise for augmenting a shared evaluation approach and identifying common guiding tenets across uniquely situated organizations in a larger community of practice.

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The article considers construction characteristics of monitoring language training model in a technical university. Stages of pedagogical monitoring by
 the example of educational process at Foreign Languages Department at Tomsk Polytechnic University are summarized and presented in the article. Analyzing
 the specifi cation of a fi nal exam test for a Foreign Language course, the author notes compliance with the standards as a whole, but also reveals
 the technological shortcomings of the monitoring process at the Department. The article develops strategic measures and provides recommendations
 for the monitoring of educational achievements in language training in the framework of fi nal exams. The paper gives an example of a codifi er of a Foreign
 Language discipline. In our opinion, it will help align the objectives of the language learning with the objectives of the fi nal exam test. The author
 describes the successful conditions and eff ective principles of monitoring language training in a technical university.