Forced Migration Research From Theory to Practice in Promoting Migrant Well-Being: Proceedings of a Workshop (2019) / Chapter Skim
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7 Incorporating Demographic Research in Program Design, Monitoring, and Evaluation
7 Incorporating Demographic Research in Program Design, Monitoring, and Evaluation
Pages 57-68
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From page 57... ...
• narrative methodology and "bottom-up" orientation that pays greater A attention to the voices and agency of the people affected by forced migration can have major implications for program design, monitoring, and evaluation. (Michael Wessells)
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From page 58... ...
Second, it has worked to make evidence more accessible and relevant and to reduce the time spent on incorporating evidence by identifying and organizing the most relevant evidence, identifying what is actionable, and presenting actionable evidence to decision makers in ways that they can digest quickly to make decisions. To accomplish these tasks, the IRC found that it needed to adopt clear and overarching organizational outcomes, and not just specific project outcomes.
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From page 59... ...
In each country in which it works, the IRC develops a strategic action plan. Based on evidence about country trends, the needs of the populations, who else is working in the area, funding opportunities, and so on, a strategic action plan identifies which outcomes should be pursued in a country, which are most relevant, and how to achieve outcomes.
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From page 60... ...
During the general discussion, Annan noted that the IRC uses population data to inform strategic action plans for each country. The needs of countries differ widely, as do the goals of interventions and the approaches taken.
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New York State has seen dramatic cuts in the budgets of resettlement agencies, in part because refugee arrivals are at their lowest levels in recent history. Federal funding has never been sufficient to resettle refugees in New York State, and refugees need services long after the 90 days assumed in federal funding levels.
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From page 62... ...
that had buy-in from participants and created opportunities for information-sharing that would not usually exist. Even without a formal research partnership, research methods underscore and contextualize needs that lead to stronger policy proposals and service design alternatives and provide an opportunity to be proactive in creating research projects.
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From page 63... ...
Wessells said a listening gap characterizes support for children. Researchers and service providers often hold theoretical preconceptions about the problems confronting children, but the situation of children is seldom apparent to adults.
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The Angolan team hired a Mozambican social anthropologist, and the seven-province team learned how to do basic ethnography, including observing participants and conducting interviews. They learned that people had a spiritualistic cosmology that interpenetrated with Western ideas of care.
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From page 65... ...
A top-down approach, where outside experts define what is needed and impose it on communities, has become the norm in the world of child protection and mental health, Wessells said. In Sierra Leone child welfare committees were established to monitor violations against children and train people to report violations and make referrals to police, social workers, or others.
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From page 66... ...
Explicit discussion of sexuality is not a norm in Sierra Leone, said Wessells, but it became a norm as a result of this slow dialogue and reflection process. This approach had very promising results in reducing teenage pregnancy and sexual abuse before the Ebola outbreak of late 2014.
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From page 67... ...
They were led by local people, and they were interventions that local people wanted to continue. Wessells suggested a number of implications for research practice from these examples: Researchers ought to use elicitive, respectful methods in assessment; learn about local power structures; learn about and engage with natural helpers; engage with people who are positioned differently; encourage collective reflection, planning, and action regarding children's issues; rethink their role from "expert" to co-learner and facilitator; document and learn from Do No Harm issues; and model and enable critical, reflective practice.
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