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- 1. Presentación 2 Análisis de Causalidad
- 10. Análisis de programa Adapted from JHUCCP - SCOPE
- 11. Análisis de programa Adapted from JHUCCP - SCOPE
- 15. Yo interno Familia Pares Comunidad Medios de comunicación Medio Ambiente Política/Legislación, Servicios, Educación, Religión, Economía, Ambiente Físico y Organizacional Valores, Normas
- 18. Causa inmediata/directa Causa subyacente Manifestación del problema Causa básica o raíz
- 19. Causa inmediata/ directa Causa subyacente Una cantidad significativa de madres y recién nacidos muere durante el parto en el distrito A y en el distrito B Causa básica o raíz
- 20. Una cantidad significativa de madres y recién nacidos muere durante el parto en el distrito A y en el Distrito B Hemorragia
- 21. Hemorragia Retraso en llegar a la instalación de salud Retraso en decidir buscar atención Una cantidad significativa de madres y recién nacidos muere durante el parto en el distrito A y en el Distrito B
- 22. Hemorragia Retraso en llegar a la instalación de salud Retraso en decidir buscar atención Falta de conocimiento de signos de peligro y complicaciones Existencia de prácticas tradicionales peligrosas, supersticiones, mitos
- 23. En los hogares pobres los niños están más frecuentemente desnutridos y tienen más dificultades de aprendizaje al entrar a la escuela Los niños son atendidos por personas que no están bien equipadas para hacerlo Familias monoparentales con madres solteras Falta conocimiento del apoyo del sistema de salud, baja utilización Aceptación de la ausencia del padre como una norma Falta de conocimiento de prácticas adecuadas de cuido de niños Muerte de uno de los padres Orfandad Existencia de prácticas tradicionales peligrosas No hay práctica de preparar a los futuros padres para la función parental
- 24. Falta de conocimiento de prácticas adecuadas de cuido de niños En los hogares pobres los niños están más frecuentemente desnutridos y tienen más dificultades de aprendizaje al entrar a la escuela school Los niños son atendidos por personas que no están bien equipadas para hacerlo to do so Familias monoparentales con madres solteras Falta conocimiento del apoyo del sistema de salud, baja utilización Ausencia del padre aceptada como norma Lack of knowledge of adequate child care practices Muerte de uno de los padres Orfandad Existencia de prácticas tradicionales peligrosas No hay práctica de preparar a los futuros padres para la función parental
- 26. Análisis de causalidad Crear un Árbol de Causas Utilizar un Marco Conceptual Validar el análisis de causas Úselo para hacer elecciones estratégicas ¡Pregunte a los interesados!
- 27. Más fácil de resolver Más sostenibilidad
- 28. Análisis de causalidad Cree un árbol de causas Use un marco conceptual Valide el análisis causal Úselo para hacer una elección estratégica Buena elección Mala elección
- 30. Gracias 1000!!! ¿Preguntas / Comentarios?
Notas del editor
- Participants break up in groups of 4-6 persons maximum. Report Back hand-out page with an example of vision statement, programme analysis, programme participants, constraints
- We start with a description of the problem that we have identified when doing our assessment of the situation of children and women. Do not try to read (on the presentation screen) or understand the text in the bubbles. It is just an illustration. As we are trying to identify the causes of the problem, we may find one or more (continue next slides) causes.
- We start with a description of the problem that we have identified when doing our assessment of the situation of children and women. Do not try to read (on the presentation screen) or understand the text in the bubbles. It is just an illustration. As we are trying to identify the causes of the problem, we may find one or more (continue next slides) causes.
- Be clear about that there is a causal link (an arrow) between a cause and the problem, or between a more underlying cause and a more immediate cause. Continue….
- continue
- And causes of causes, and so on….. (continue)
- … until our ‘causal tree’ looks like a plate of spaghetti!! Such a causal tree would not be helpful for the identification of programmes and projects. Even worse, with all our efforts, it even may not be complete…..
- That’s why we bring in a conceptual framework. A conceptual framework is a theoretical model, based on scientific evidence, research, evaluation and experience. While specific situations in different countries or environments differ, the conceptual framework gives us clues as to how to organize our problem tree, or which question to ask when we are conducting our causal analysis.
- As a model, the conceptual framework helps us to “organize” our problem tree, to cluster our causes and develop a hierarchical relationship. It also ensures, that we don’t forget about a group of causes to our problem. (For instance, many education programmes of the past primarily identified causes for poor attendance to be within the education system, and subsequently developed programmes with the Ministry of Education to strengthen the education/school system. However, reasons for low attendance are also to be found, for instance, within the family situation where little attention is paid to education, or within the economy/market situation, which doesn’t offer job opportunities for better educated people. A conceptual framework helps to alert us to those causes, and to structure our problem tree.) A conceptual framework is not a blueprint, or a mirror image of our problem tree. A conceptual framework may identify tree levels of causes (immediate, underlying and basic causes), while our problem tree or causality chain may have five levels. Certain aspects of a conceptual framework may not be applicable in a particular country situation.
- Therefore, the steps in preparing a causality analysis, would be as follows: a) Create a problem tree, by using all available country based data, research, evaluations or studies that can shed light on the causes of the identified problem b) Use a conceptual framework, to organize your problem tree, and check that all possible causes to the problem have been considered c) Validate the causal analysis/problem tree. So far the product of our own analysis (even though an overall agreed conceptual framework may have been consulted), the problem tree needs to be validated by all stakeholders. All programme partners, and of course beneficiaries, need to agree that the problem tree is a good reflection of reality. Often, during these consultations more weight is given to certain causes, or additional causalities are being suggested. This validation exercise is a good way to involve representatives of communities, children or adolescents.
- D) Lastly, the problem tree (causality analysis) is used to start making programmatic choices. As the country programme is unlikely to address all causes at all levels, the problem tree helps us identifying good choices for our programme. The more immediate causes of a problem (at the upper end of the tree) are usually easier to address, but the solutions may not be very lasting. As the underlying and basic causes are still present, there is a risk of these gains being eroded over time. Addressing the underlying or basic causes of a problem tree is more difficult, but expected to produce more sustainable results. Causes at this level are often structural in nature, or have to do with deeply rooted customs, traditions and values. To change those, takes more time and requires the involvement of many more partners. To choose which of the causes to address, is one of the strategic choices that a the UN Team has to make in consultation with relevant Government programme partners. Often, causes somewhere at the middle point are being selected, together with the more immediate causes.
- Again, if the UN Team and national partners have settled on some of the causes that the programme is meant to address, the problem tree helps to make ‘good’ choices. In this example, by addressing the “good choice” cause, the causality chain will take care of most of the upper causes (or parts of the upper causes), and the likelihood that the originally identified problem will be resolved, is rather big. Also, the “good choice” cause in itself is only caused by one more underlying cause. In contrast, the “poor choice” cause will only partially (or marginally) address the originally selected problem, - or too a much smaller extent than through the other choice. Also, the “poor choice” cause is in itself caused by two underlying causes, reducing the likelihood of its successful resolution.
- Participants break up in groups of 4-6 persons maximum. Report Back hand-out page with an example of vision statement, programme analysis, programme participants, constraints