March 31, 2016 at 8:34 pm EST

M&E of a program is designed before a program begins, and may require flexibility to changing contexts. Let’s say your area of interest is not involved in active conflict but it becomes affected by forced displacement and refugee flows as a spillover effect of a nearby conflict. There is the possibility that the types of questions you are asking residents in the area are no longer sensitive to the situation and the potential that beyond the current population of displaced persons, that your target population has now become vulnerable while previously they were not.

Considering this reality from the perspective of education for peacebuilding programming, From your experience in the field:

1. How can displaced persons who become at least medium-term residents in a region be incorporated into your sample?

2.  Understanding that any project operating in a region directly or indirectly affected by conflict can both have a positive and/or negative impact on that environment, how can one assess if it is safe for the displaced persons to be a part of the program? Additionally, how can one assess if it is safe for the already identified residents to remain a part of the program without exacerbating tensions or putting any participants in harm’s way?

3. Are there existing criteria for appropriate participation levels of displaced peoples?

4.  What are steps for meaningful inclusion of displaced peoples in M&E processes?

• This topic was modified 3 years ago by  Ella Duncan. Reason: Difficulty with formatting

March 31, 2016 at 8:41 pm EST

Hi all,

Apologies for the garbled message! It seems there was a formatting issue
with this post, so here it is again – on behalf of community member Atlee
Chait.

M&E of a program is designed before a program begins, and may require
flexibility to changing contexts. Let’s say your area of interest is not
involved in active conflict but it becomes affected by forced displacement
and refugee flows as a spillover effect of a nearby conflict. There is the
possibility that the types of questions you are asking residents in the
area are no longer sensitive to the situation and the potential that beyond
the current population of displaced persons, that your target population
has now become vulnerable while previously they were not.

Considering this reality from the perspective of education for
peacebuilding programming, From your experience in the field:
1. How can displaced persons who become at least medium-term residents in a
region be incorporated into your sample?
2. Understanding that any project operating in a region directly or
indirectly affected by conflict can both have a positive and/or negative
impact on that environment, how can one assess if it is safe for the
displaced persons to be a part of the program? Additionally, how can one
assess if it is safe for the already identified residents to remain a part
of the program without exacerbating tensions or putting any participants in
harm’s way?
3. Are there existing criteria for appropriate participation levels of
displaced peoples?
4. What are steps for meaningful inclusion of displaced peoples in M&E
processes?

Find the original post here:

M&E of Education & Peacebuilding in Areas of Forced Displacement & Refugee Flows