Semaine+2


 * Semaine 2 : Répondre aux questions de causalité**


 * Objectifs:**

Présenter les deux grandes façons de réaliser une évaluation d’impact: Après avoir présenté les différentes approches, nous verrons laquelle utiliser selon le contexte, les moyens et les compétences disponibles.
 * en construisant un contrefactuel, c’est-à-dire une situation de comparaison à laquelle comparer l’évolution d’un ou plusieurs indicateurs. La différence entre la situation observée et la situation de comparaison est attribuée à l’intervention;
 * en travaillant par triangulation, c’est-à-dire en recherchant, pour chaque étape de la chaîne causale (boîtes et flèches), plusieurs indices indépendants et concordants qui confirment ou infirment la théorie du changement.


 * Needed:** Video of Thomas introducing week 2


 * To be formulated on this site:**

Quiz questions needed for each section of module (including feedback):

1-2 discussion questions for the module:

• In your experiences, what are the practical challenges to establishing an impact assessment plan at the initiation of a programme? • Are the number of beneficiary individuals, households, communities, etc. clearly noted in programme documents? • Are the eligibility criteria for selecting beneficiaries always clear at the outset of the programme? • Is the manner in which the programme will be phased-in elaborated on in programme documents? • For the programmes you have worked on, is this information available? If so, how can this information be used? If not, how can we address this lack of information? Consider the spillover effects noted in week 1.How would you go about setting up the evaluation and capturing the direct and indirect effects of these programmes?:

1. A health programme alters the social norm whereby husbands oppose their spouses being screened for cervical cancer by male doctors. This creates an increase in female screening among beneficiaries as well as non-beneficiary women.

2. An emergency seed programme provides seeds to a large number of farmers in a region thereby lowering the price of seeds in the local market.

3. Children who receive free textbooks and computers from a new school programme share them with children in the neighborhood who are not part of the programme.

4. Training through a farmer field school induces widespread adoption of integrated pest management among beneficiary farmers in a target community. This leads to a general reduction in the pest population reducing crop damage to non-beneficiaries.