Theory of Change. 59. The theory of change underlying this outcome is that effective climate adaptation and mitigation measures and a more rational use of scarce natural resources will buttress increased resilience and shift toward sustainable consumption and production and ‘greening’ of the economy.
Theory of Change. 68. The theory of change underlying this outcome is that increased, and more efficient health and social protection system spending and performance will result in higher quality and inclusive services for all people in Turkmenistan, particularly for vulnerable groups in rural areas.
Theory of Change. 76. The theory of change underlying this outcome is that improved performance of the education and skilling system, with stronger links to labour market needs, will contribute to more people, especially children, young people, women, and vulnerable groups, getting the knowledge and skills they need for rewarding employment and greater opportunities in a diversifying Turkmen economy.
Theory of Change. Broadly, Pro Public believes that peace comes through the transformative change of a xxxxxxxx xxxx of individuals, their attitudes, behaviors, skills. That's how the project will teach carefully
Theory of Change. 51. Given the number, complexity and inter-relatedness of the barriers to the adaptation solution, the project adopts a holistic approach to empower vulnerable smallholder farmers to manage evolving climate risks threatening their water security and agricultural production. Through coordinated investments in enhanced water access and climate-resilient water resource management; diversified, climate-resilient agricultural production; and climate information for risk-informed agricultural planning, the project increases the resilience of smallholder livelihoods. These are transformed beyond subsistence and sustained and scaled through the paradigm-shifting approach of linking smallholders with value-chain actors, markets, and financial intermediaries. The project will: • build the capacities of smallholder farmers, particularly women, to enhance agricultural resiliency and productivity by managing rainwater and soil moisture efficiently and reducing or potentially eliminating water stress during dry spells of limited duration; • train rain-fed farmers to manage soil, water and biomass to maximize water availability through in-field or off-site water harvesting and to enhance productivity of water through the use of water-efficient technologies; • extend smallholder knowledge through organized xxxxxx-to-xxxxxx exchanges.
Theory of Change. SSP’s theory of change holds that the school is the unit of change. SSP’s strategy to improve the quality of education is rooted in the idea that school improvement should be approached holistically, focusing on both the academic and personal needs of the child. Child-friendly schools that are welcoming to all school community members support the quality of 1 UNICEF: xxxx://xxx.xxxxxx.xxx/oPt/education.html education and success of their students. As a result, SSP will engage the agents of change in the whole school community—-students, teachers, principals, parents, and stakeholders from local communities and the MoEHE—in school-based improvement activities that promote shared leadership and include professional development, co- and extracurricular activities, counseling support, physical capacity building and school improvement planning. SSP believes that schools that engage in holistic approaches to reform, on the whole, see more improvement than schools that focus on isolated improvement activities; in short, the whole is greater than the sum of the parts. Therefore, the primary research question for SSP is: To what extent has a holistic approach to education development improved the quality of education in SSP schools? Organization of the SSP Performance Management System The organization of SSP’s performance management system is intended to support the development of a results-based M&E system that informs school improvement for the public schools in the West Bank. The SSP performance management system is coordinated by SSP’s M&E Department. The department managers for each of SSP’s program components—Professional Development, Parent and Community Engagement, Co- and Extracurricular Activities, and School Physical Capacity Building—participate in collecting data relevant to the components they manage, and department managers in turn coordinate with their primary counterparts at the MoEHE to contribute to data analysis and reporting. Throughout the life of program, SSP’s partners and stakeholders will receive periodic feedback from SSP’s M&E Department regarding progress toward targets. Gender Strategy SSP has integrated gender considerations into its implementation, and this integration is reflected in the project's M&E activities. The program has identified three areas relevant to SSP in which gender gaps exist within the context of schools in the West Bank. These three areas are: 1) boys' academic achievement; 2) parent council representation; and ...
Theory of Change. The underlying theory of change of SCAC is that by increasing awareness of early trauma and resilience and aligning ACE’s screening and prevention efforts in Sonoma County through a collective impact approach, we can reduce the incidence of ACEs and increase resilience across the lifespan. The socioecological model of prevention is a framework that informs our work. This model helps us to better understand the factors that influence childhood adversity and the development of ACEs by examining the intricate interplay of individual and societal forces. The paradigm starts at the very basic level, identifying biological and personal factors that predispose individuals to experiencing trauma and expands incrementally to the societal level to uncover social constructs that either perpetuate or inhibit ACEs. Looking at the development of toxic stress and collective drivers of childhood adversity allows us to better minimize environmental risk factors and design interventions with more sustainable outcomes.
Theory of Change. The IEPNI theory of change is predicated upon the belief that improved outcomes for children, families and communities requires both a “whole-family” and a “whole-systems” approach. Together these methodologies address poverty at the individual, family and community level through individual, community, collective and systemic interventions. The “whole-family” approach is based upon a two-generational model where services are integrated for children and parents across the educational and developmental domains of Early-childhood (Learn Early), School-Age (Learn in School), Postsecondary (Learn for College) and throughout life (Learn for Life). Children thrive and prosper when they have strong, healthy and economically stable families. Families flourish when they have access to exceptional educational opportunities for all members, strong economic supports and deep networks of social capital that build resiliency. The “whole-systems” approach is based upon the principles of asset-based, resident-led, comprehensive community development. Communities become agents of transformation and places of vibrancy when residents define their vision, build their capacity and address changes holistically within their community and the systems in which they interact.
Theory of Change. The theory of change underpinning JAPRI was that if P&V individuals are empowered to start and/or grow businesses and the capacity of local stakeholders to provide entrepreneurs with ongoing support is strengthened, then work opportunities will be improved. JAPRI achieved its goal through the following objectives: Objective 1: JAPRI will empower P&V individuals to start and/or grow businesses through an increase in entrepreneurship knowledge and skills and access to business coaching and mentoring Objective 2: JAPRI will strengthen the capacity of local stakeholders to provide P&V entrepreneurs with ongoing support through increased commitment and readiness of stakeholders to adopt the JAPRI model Objective 3: JAPRI will empower women to access economic opportunities through increased basic entrepreneurship skills and strengthen the support system for women in business These objectives were achieved through the Results Framework1 below: IR 3: Women are empowered to access economic opportunities IR 2: Capacity of local stakeholders to support P&V individuals’ businesses is strengthened IR 1: P&V individuals are empowered to start/grow businesses P&V individuals’ work opportunities improved through entrepreneurship Sub IR 3.2: Support system for women in business strengthened Sub IR 2.2: Increased readiness in adopting JAPRI model Sub IR 1.2: P&V individuals accessing to business coaching & mentoring services improved Sub IR 3.1: Women's basic entrepreneurial skills increased Sub IR 2.1: Increased commitment in adopting JAPRI model Sub IR 1.1: P&V individuals' entrepreneurial knoweldge & skills increased
Theory of Change. FOR THE PHILIPPINES 3 FISH FOREVER COHORT Theory of Change Philippines 3 Cohort – Fish Forever “Addressing overfishing in near-shore waters” September 2, 2014. SR
