Utilização dos conhecimentos e competências fornecidos

Resultado

% of [specify the target group] who used the provided knowledge and/or skills during [specify reference period]

This indicator measures the extent to which project participants put into practice knowledge or skills provided through project-supported activities such as training, workshops, or demonstrations. It focuses on their application in relevant contexts rather than on knowledge or skill acquisition alone.

Determine o valor do indicador utilizando a seguinte metodologia:

 

1) Define a limited number of the most important knowledge and/or skills that participants are expected to use following the project support. Ensure that the selected knowledge and/or skills are relevant to what participants can realistically use in their context. 

2) Set the reference period during which participants are expected to have used the selected knowledge and/or skills. Ensure that participants will have had a realistic need or opportunity to use them during this period.

3) Decide how you will assess whether participants used the pre-defined knowledge and/or skills during the reference period set in step 2. Review the following approaches and select the most suitable option(s) for your context:

• Structured interviews:

  • Conduct interviews with a representative sample of participants. Ask: “Can you tell me which of the following knowledge or skills you have used during [specify reference period] following [specify specific project activity]?”

  • The answer options should correspond to the options you defined in step 1 above. Include also an option “Other – specify: ……...” . Responses recorded under ‘Other’ should not be counted when calculating the indicator but can provide useful additional insights.

  • Probe: “Have you used any other knowledge or skills covered by [specify the activity] during this period?”

  • Finally, verify whether people have really used the knowledge / skills they reported by asking: “Can you please tell me how and when you used [specify the reported knowledge / skill]?”

• Direct observation: Where feasible, observe whether participants correctly use the targeted skills, using pre-defined criteria where relevant. In some contexts, you can review written records that show the use of provided knowledge / skills.

• Someone else reporting: In some contexts, it may be possible to interview supervisors, peers, or community members about whether they have observed the participant using the relevant knowledge or skills.

 

4) Define in advance a minimum standard for when a participant will be considered to have used the knowledge and/or skills. Depending on the intervention, the standard can specify:

• the minimum number of key knowledge or skills that must have been used;

• the minimum frequency of use, for example, “at least twice during the past month”; and/or

• evidence that a skill was applied correctly.

Ensure that any standard you set is easily measurable and realistic. Consider involving a trainer or someone else who understands what participants were expected to learn. Pre-test it and adjust it, if needed.

5) Collect the required data at an appropriate time after the project activity, using the reference period defined in step 2.

 

6) To determine the indicator's value:

• count the number of assessed participants who meet the minimum standard of use defined in step 4;

• divide this by the total number of assessed participants for whom it was possible to determine whether the standard was met; and

• multiply the result by 100 to convert it to a percentage.

Record separately the number of participants for whom it was not possible to determine whether the knowledge or skills were used.

This data can be disaggregated by gender and age group, and, if relevant and feasible, also by type of support received, disability status and other relevant criteria.

1) Where possible, assess the relevant knowledge / skills before and after the project activity. Baseline data can also help you inform the design of a project's knowledge / skills-strengthening activities.

 

2) Decide whether the indicator will measure the use of knowledge / skills from a single project activity (e.g. a training) or the cumulative effect of multiple project activities. Apply this definition consistently when selecting the knowledge / skills to assess and when asking participants about their use.

 

3) Ensure that participants have had a realistic need or opportunity to use the knowledge / skills during the reference period. If they have not had such an opportunity, a low indicator value might not reflect their willingness or ability to apply what they learned.

 

4) Ensure that the data collection assesses actual use of the knowledge / skills, not just an intention to use them. Ask participants to provide concrete examples of how and when they used them. Where feasible, triangulate self-reported information with observation, records or information from other people to reduce social desirability bias.

 

5) If feasible, repeat the assessment over time, for example once relatively soon after the activity and again some months later. This can show whether the use of knowledge / skills is sustained rather than only occurring shortly after the activity.

 

6) Also ask how and why participants used or did not use the knowledge / skills. This can help identify barriers and enablers to application and assess whether the project support was relevant to participants’ needs.

Considere também utilizar os seguintes indicadores:

• Increased Knowledge / Skills (measures whether the intended learning occurred before assessing whether it is applied)

• Prevalence of Barriers to Change (helps explain why participants may know what to do but not apply it in practice)