Integrating Human Rights and Gender Equality in Development Evaluation – Marco Segone UNICEF

Integrating Human Rights and Equity in evaluations

Marco Segone,UNICEF Evaluation Office

Co-Chair UNEG TF on National Evaluation Capacity

Former IOCE Vice-President

Outline

1. What are Human Rights and Equity?2. Why does Equity matter? 3. What is an equity-focused and Human Rights sensitive

evaluation?4. How to manage an Equity-focused and Human Rights

sensitive evaluation?

What are Human Rights and Equity?

Defining Human Rights• Human rights are the civil, cultural, economic, political and

social rights inherent to all human beings, without discrimination.

• They are universal, inalienable, interdependent, indivisible, equal and non‑discriminatory.

• Human rights are expressed in and guaranteed by normative frameworks and laws that lay down the obligations of States

• All UN interventions have a mandate to address human rights.

Equity as a strategy for Human Rights

• Equity means that all children have an opportunity to survive, develop, and reach their full potential, without discrimination, bias or favoritism

• Inequities are disparities between population groups that are not driven by biology, are avoidable and unfair.

• Equity is therefore based on notions of fairness and social justice

Drivers: Income

Nepal stunting trends and equity

Fig-25: Stunting Trend for children (6-23 months) by Wealth Status

0%

10%

20%

30%

40%

50%

60%

1996 2001 2006

Poorest

P oorer

Middle

Richer

Richest

Total

Source: DHS data. From NAGA pg. 27

Drivers: locations

District level Data - Nyanza Province

• Significant increases in PMTCT coverage: 24% to 73% between 2004-2009• Largely on track to reach Universal Access goal of 80%• However, reaching the last 20% will need refocusing strategies and other context

specific analyses by province.

Drivers: locations and Ethnicity

In Cambodia, % of 17 years olds who NEVER attended school

Drivers: Gender

The majority of out-of-school children continue to be girls (53%); achieving gender parity would mean 3.6 million more girls in primary school

Drivers: Disabilities

90% of children with disabilities in developing countries do not attend school

Multidimentionality of Equity

Why does equity matter?

Why equity

•Inequity constitutes a violation of human rights and hampers the equitable achievements on Human Development and MDGs

Success in reducing child deaths in national averages…

Trends in the under-five mortality rate (per 1000 live births), 1990 to 2009

… masking growing inequalities within countries

• Two-thirds of the countries that have made strong progress in reducing the under-five mortality rate have shown worsening inequities since 1990.

• In short, gaps between better off and worse off have increased.

• This suggests that the delivery, financing, and use of essential services for children favour the better off.

All rights for all children everywhere, by prioritizing the most deprived

Graph 1: % of children (7-14 years old) out of school, by race/ethnicity

2000 Baseline and goals for national average, black and white children

2010 Goal: reduce by 50% the national average and the equity ratio between black and white children

5.5

2.8

3.8

2.2

6.9

3.1

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Equ

ity R

atio

: 1

,8

Equ

ity r

atio

: 1

,4

Black children

White children

National average

Why equity

•Equity has a significant positive impact in reducing poverty

•Equity has a positive impact on economic growth

Why equity

•Equity has a positive impact in the construction of a socially fair and democratic society

•Prolonged inequity may lead to the “naturalization” of inequity

What is an equity-focused and

Human rights sensitive evaluation?

What is an equity-focused evaluation?

A judgment made of the relevance, effectiveness, efficiency, impact and sustainability of interventions on equitable development results.

Purposes of equity-focused evaluation

Accountability Organizational learning and improvement Evidence-based policy advocacy Contribute to Knowledge Management Empowerment of worst-off groups

National Capacity development for equity-focused M&E systems

HOW to manageEquity-focused

evaluations?

Evaluation for Equitable Development Results

[to be published early 2012]

Key Steps

1. Preparing for the EFE

1

2. Preparing the ToR of

an EFE

3. Designing the

evaluation

4. Collecting/analysing evidence

432

5. Findings, conclusion and

reccs

65

6. Utilizing the evaluation

MANAGE RISKS * MANAGE RISKS * MANAGE RISKS * MANAGE RISKS

Key Steps

1 432 65

MANAGE RISKS * MANAGE RISKS * MANAGE RISKS * MANAGE RISKS

1. Preparing for the EFE

. Preparing for the Equity-focused evaluation

• Determining the evaluability of the intervention’s equity dimensions

• Identifying evaluation stakeholders, including worst-off

• Identifying intended use by intended users• Identifying potential challenges in promoting and

implementing Equity-focused evaluations• Ensuring appropriate budget

Key Steps

1 432 65

1. Preparing for the EFE

2. Preparing the ToR of

an EFE

Preparing the ToR of an EFE

• Defining the scope and purpose of the evaluation• Framing evaluation questions focusing on equity• Selecting technically-strong and culturally-sensitive

evaluation team

Key Steps

1 432 65

1. Preparing for the EFE

2. Preparing the ToR of

an EFE

3. Designing the

evaluation

Designing the evaluation

• Selecting the appropriate evaluation framework– Theory of Change– Bottleneck analysis

Bottleneck supply and demand framework: factors affecting use of services by vulnerable populations

31

Use of services by vulnerable population

Supply side factors

• Coverage •Budgets and available resources

Demand side factors•Knowledge, Attitudes and Practice of vulnerable groups• Community ownership•Culturally acceptable services• Culturally sensitive staff•distance• cost of travel and fees• available transport•time •poverty

Contextual factors• Economic• Political• Institutional• Legal and administrative• Environmental

Designing the evaluation

• Selecting the appropriate evaluation framework• Selecting the appropriate evaluation design

Selecting the appropriate evaluation design and tools

Use of services by vulnerable population

Supply side factors

• Coverage •Budgets and available resources•Culturally acceptable services• Culturally sensitive staff

Contextual factors• Economic• Political• Institutional• Legal and administrative• Environmental

Mix-Methods

Demand side factors•Knowledge, Attitudes and Practice of vulnerable groups• Community ownership•Culturally acceptable services• Culturally sensitive staff•distance• cost of travel and fees• available transport•time •poverty

Designing the evaluation

• Selecting the appropriate evaluation framework• Selecting the appropriate evaluation design• Selecting the appropriate evaluation methods

Key Steps

1. Preparing for the EFE

1

2. Preparing the ToR of

an EFE

3. Designing the

evaluation

4. Collecting/analysing evidence

432 65

MANAGE RISKS * MANAGE RISKS * MANAGE RISKS * MANAGE RISKS

Selecting the appropriate evaluation methods

Menu of tools to evaluate complex equity-focused policies and

programmes

• Systems approach to evaluation• Unpacking complex policies into components

that can more easily be evaluated• Pipeline designs• Policy gap analysis• Using other countries or sectors as the

comparison group• Concept mapping• Portfolio analysis

Key Steps

1. Preparing for the EFE

1

2. Preparing the ToR of

an EFE

3. Designing the

evaluation

4. Collecting/analysing evidence

432

5. Findings, conclusion and

reccs

65

MANAGE RISKS * MANAGE RISKS * MANAGE RISKS * MANAGE RISKS

Key Steps

1. Preparing for the EFE

1

2. Preparing the ToR of

an EFE

3. Designing the

evaluation

4. Collecting/analysing evidence

432

5. Findings, conclusion and

reccs

65

6. Utilizing the evaluation

MANAGE RISKS * MANAGE RISKS * MANAGE RISKS * MANAGE RISKS

Utilizing the evaluation

• Process use

• Preparing the evaluation report and alternative forms of reporting

• Disseminating the evaluation and preparing a Management Response

• Engage the intended users

In conclusion:• Focus on understanding how change comes

about, not just what happens• Focus on inequities (disaggregated data),

contextual factors (socio-economic and cultural context; power relationships)

• Recognise complex systems, and use appropriate methods, including Mixed methods

• Support worst-off groups to be agents of their own development, not passive beneficiaries

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