Donnelly Mwachi
Donnelly Mwachi is an international expert in Monitoring, Evaluation, Research and Learning (MERL) working to improve development effectiveness through the design, implementation, and utilization of policy-relevant MERL frameworks. He has extensive experience with both management and implementation; and has worked in more than 39 countries globally implementing a variety of MERL approaches.
He is also the Founder and Executive Director of Evidence Frontiers, a private organisation that focuses on advancing the quality of Monitoring and Evaluation (M&E) for Advocacy, Science, Technology, and Innovations in Africa. With over 15 years’ experience in MERL, he has supported development organisations, policy makers and managers, to make socially impactful decision using rigorous evidence at both national, regional, and international level. In Africa, he has supported the International Development Research Center (IDRC) and Africa Center for Technology Studies (ACTS) in the implementation of the Science Granting Council Initiative (SGCI) across 15 Sub-Saharan countries - a programme aimed at advancing research excellence in Sub-Saharan Africa (SSA). He has also provided technical support and quality assurance to the Ministry of Agriculture, Livestock and Fisheries (MoLF) in Kenya in the design and implementation the M&E Framework, M&E Plan and commissioning of a country-wide national baseline study under the Agriculture Sector Development Support Programme (ASDSP) portfolio, in line with Vision2030 and the Agriculture Sector Transformation and Growth Strategy (2019-2029). In the past, he has also worked for the International Justice Mission (IJM) as the Director of Monitoring and Evaluation where he played a key role in the evaluation of the Independent Police Oversight Authority (IPOA) strategy (2013- 2018) – a study aimed at improving policing standards in Kenya. He also worked at Save the Children as the Country Adviser – Monitoring, Evaluation, Accountability and Learning (MEAL), HelpAge International as the Africa Region - Research, Monitoring, Evidence and Learning (RMEL) where he was instrumental in the design of the Africa Union (AU) Monitoring and Evaluation framework for Older People targeting Africa nations and at Pathfinder International as the Country Programme Adviser – Monitoring and Evaluation. Additionally, at the global level, Donnelly has worked for Frontline AIDS as the Global Results Director – Governance and Accountability for the Action2020 programme – a programme aimed at holding governments accountable to the FP2020 commitments and as a Senior Adviser – Monitoring and Evaluation for the Partnership to Inspire, Transform and Connect the HIV response (PITCH) – a programme funded by the Ministry of Foreign Affairs (Netherlands) under the Dialogue and Dissent framework targeting LGBTs, People who use drugs (PWUD), Sex workers, PLHIV and AGYW.
Donnelly believes that organisation-centred, rigorous, and responsive policy and advocacy frameworks are essential to help managers maximize impact in policy and advocacy programmes. His vision is to improve millions of lives by transforming how the social sector innovates, learns, and improves.
He is also the Founder and Executive Director of Evidence Frontiers, a private organisation that focuses on advancing the quality of Monitoring and Evaluation (M&E) for Advocacy, Science, Technology, and Innovations in Africa. With over 15 years’ experience in MERL, he has supported development organisations, policy makers and managers, to make socially impactful decision using rigorous evidence at both national, regional, and international level. In Africa, he has supported the International Development Research Center (IDRC) and Africa Center for Technology Studies (ACTS) in the implementation of the Science Granting Council Initiative (SGCI) across 15 Sub-Saharan countries - a programme aimed at advancing research excellence in Sub-Saharan Africa (SSA). He has also provided technical support and quality assurance to the Ministry of Agriculture, Livestock and Fisheries (MoLF) in Kenya in the design and implementation the M&E Framework, M&E Plan and commissioning of a country-wide national baseline study under the Agriculture Sector Development Support Programme (ASDSP) portfolio, in line with Vision2030 and the Agriculture Sector Transformation and Growth Strategy (2019-2029). In the past, he has also worked for the International Justice Mission (IJM) as the Director of Monitoring and Evaluation where he played a key role in the evaluation of the Independent Police Oversight Authority (IPOA) strategy (2013- 2018) – a study aimed at improving policing standards in Kenya. He also worked at Save the Children as the Country Adviser – Monitoring, Evaluation, Accountability and Learning (MEAL), HelpAge International as the Africa Region - Research, Monitoring, Evidence and Learning (RMEL) where he was instrumental in the design of the Africa Union (AU) Monitoring and Evaluation framework for Older People targeting Africa nations and at Pathfinder International as the Country Programme Adviser – Monitoring and Evaluation. Additionally, at the global level, Donnelly has worked for Frontline AIDS as the Global Results Director – Governance and Accountability for the Action2020 programme – a programme aimed at holding governments accountable to the FP2020 commitments and as a Senior Adviser – Monitoring and Evaluation for the Partnership to Inspire, Transform and Connect the HIV response (PITCH) – a programme funded by the Ministry of Foreign Affairs (Netherlands) under the Dialogue and Dissent framework targeting LGBTs, People who use drugs (PWUD), Sex workers, PLHIV and AGYW.
Donnelly believes that organisation-centred, rigorous, and responsive policy and advocacy frameworks are essential to help managers maximize impact in policy and advocacy programmes. His vision is to improve millions of lives by transforming how the social sector innovates, learns, and improves.
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The objective of this study was to establish the extent to which the AWLI participants self-reported to (a) have been satisfied with the content of the training, (b) gained new knowledge and skills hence deepening their feminist leadership, (c) measure shifts and changes in individual behavior (adaptation and application of skills) in the performance setting as a result of AWLI, and (d) measure changes in organisational and community impact as a result of AWLI.
The study conceptual framework borrows from Kirkpatrick Model (1955) four steps for evaluating learning. The modified study framework assumes that if learners were satisfied with the training, they will demonstrate some level of confidence based the knowledge and skills acquired. If this is deemed to be true, then knowledge and skills was acquired in the process. This will then translate to adaptation and application of the training at a personal level having direct causal impact to individual organisational and targeted communities.
The evaluation consisted of an online-administered questionnaire. The questionnaire designed used several questioning techniques. The study employed five point Likert scaled questions, multiple choice rating questions, dichotomous questions, open ended questions, and open ended and single answer questions, respectively. Categorical scaled and dichotomous questions provided easiness of understanding and flexibility. Data collection took place between March 2020 and April 2020, whilst approximately 15 min were required to complete the online questionnaire.
Generally, 63.2% of the targeted respondents have been advancing women’s rights for more than five years. In regard to participants’ satisfaction, 92.7% of the respondents reported to have been satisfied with the training. Of those who were not satisfied, cited lack of customisation of the training to address their immediate needs – such skilling in Resource Mobilisation and how to adapt to the changing contexts in relation to the feminism ecosystem. Additionally, 93.1% of the respondents revealed that the training was useful and relevant towards advancing their personal and organisational development goals.
Specifically, knowledge gained from the personal development module was cited as the most useful and relevant towards advancing their personal growth while feminist theory module was cited as the most useful in advancing their organisational goals and aspirations. Further, 80.8% of the respondents reported to have acquired new knowledge and skills as a result of the training. 78.9% acquired new knowledge and skills to advance their personal development agenda while 82.6% reported to have acquired new knowledge and skills to advance their organisation development agenda. Overall, knowledge and skills acquired on personal development was appreciated by most (67.8%) towards advancing personal development goals. On the other hand, towards advancing organisation development goals, the knowledge acquired from the feminist theory module was appreciated by most (57.1%).
The evaluation findings reveal that majority of the participants exhumed? confidence after the training where 78.8% of the respondents reported to have confidence after the training, as compared to 32.5% prior to the training. For those who reported to be confident, they cited various reasons with majority (35.3%) reporting that they felt adept at building partnerships and collaborations for successful resource mobilization and existing support of women mentors (32.4%) to continuously mentor them at a personal and professional level.
At a personal level, personal development and transformational leadership were cited as important modules. At organisation level. This is not to say that other modules were not as useful. The study pre-empts that this could be as a result of individual personal goals. The study has led the participants to be self-aware – understand their strengths and weaknesses, including their leadership styles. This has manifested in some re-evaluating their leadership styles, including changing their approaches and behaviour. The feminist leadership development also ignited a thirst of further learning prompting a section to go back to college to deepen their knowledge on women’s rights issues. Personal development (94.74%) and transformational leadership (63.16%) were reported to be the most implemented modules, respectively, towards advancing personal development agenda. Feminist theory (26.3%) and Women’s rights (26.3%) modules were the least cited.
At organisation level, transformation leadership and women’s human rights were cited as important modules towards advancing organisation goals. As a result of the training, participants were able to initiate and strengthen social change and movement building. In this regard a total of 3,763 women were reported to have been reached by the participants. Proposal writing skills were also enhanced with a section of the participant citing specific examples of how this was applied within their respective organisations. Championing women’s issues through existing political spaces, mostly dominated by men, was also evident. Additionally, there was also a shift towards gender transformative programming and implementation to make organisations more inclusive and gender responsive. Policies and guidelines have been revised to incorporate issues affecting women employees. Transformational leadership was cited as the most (73.68%) implemented, followed by women’s human rights (42.11%) and feminist advocacy and movement building (42.11%).
Despite the achievements, political, social, and economic factors still play a critical role in terms of how the knowledge acquired is put into use; mostly affecting those who are new in the feminism ecosystem. Lastly, bureaucratic structures in organisations also acted as a hinderance towards accelerating proposed changes targeting women in organisations.
For future feminist and transformational leadership development process, it is important for AMwA to strengthen the pre- and post-training evaluations to reflect the curriculum assessment check list. Additionally, it is also important for AMwA to systematically support the participants in their leadership journey post training to ensure that their personal and organisational development goals/objectives are well implemented. The individual’s goals/objectives will play a critical part in providing continuous mentorship to the participants by including conducting effective impact assessment studies
Overall, 78.4% reported to have either a good understanding of AAC mandate within the advocacy ecosystem. Of this number, they testified to have learnt about the AAC through referrals by friends, AAC Facebook page, AAC website, Amref, Y-ACT, among others. Further, 62.2% self-reported to be aware of AAC online advocacy resources and opportunities. Of this lot, 45.9% reported to have subscribed to AAC Facebook page, AAC website (42.9%) and AAC LinkedIn page (11.9%). Findings also suggest
that AAC had engaged 6,036 advocates as at December 2019 of which majority (4,200) were from East Africa. Based on the study findings, 81.8% of the interviewed advocates testified to have accessed advocacy resources shared by AAC on its website platform. Out of this, 48.6% reported to have found the accessed information
useful and relevant to their work. Minimal requests from advocates to AAC was
reported where only 24.3% testified to have made specific requests to AAC for support. These requests ranged from different issues such as M&E guidelines and TA support, models for training on media advocacy, among others. In addition, only 10.8% of the advocates reported to have shared an advocacy resource with AAC.
In regard to the trainings, webinars and linking and learning events, 14 trainings, 8 webinars and 2 linking and learning events had been conducted by AAC. 94.4% of the advocates reported to have found the trainings to be useful and relevant to their work while 78.3% and 69.4% reported on the webinars and linking and learning events respectively. Overall, 43.5% reported to have acquired new knowledge and skills through trainings, webinars and the linking and learning events – online and in-person
trainings (97.1%) were found to have had the highest impact towards imparting advocates with new knowledge and skills as compared to webinars and linking and learning events (<20.0%). Specific topics that advocates testified to have acquired new knowledge and skills include advocacy strategy formulation, advocacy messaging and communication, networking and coalition building among others. In general, 94.6% of the advocates testified to have adapted or applied the gained knowledge from training as compared to Webinars (30.8%) and linking and learning (19.2%). Although when
asked to provide specific examples, this information was found to be scanty and it varied from one individual to the other. Specific examples cited include applying the knowledge gained to design or review ToCs, improve data collection and reporting processes, drafting of new funding proposals, refining evaluations protocols, new ways of engaging policy makers, packaging of advocacy messages, among
others. In regard to advocates training needs, resource mobilization (22.2%) was reported as an area they would like to receive more support on. Other topics include building networks and coalitions (20.0%), M&E for advocacy (20.0%) among others.
In conclusion, the AAC has made tremendous efforts towards increasing its visibility within the advocacy ecosystem, although this visibility was found to be skewed towards East Africa. The increase in visibility has somehow contributed to
an increased awareness and subscription by advocates to AAC learning and sharing
platforms. A section of the advocates reports the platform and events to be useful and relevant to their advocacy work.
Description: Lack of data disaggregation by age and impairment by HIV and AIDS related population based surveys and routine data sources in Sub Saharan Africa. Lack of data has made it difficult to determine and
understand the needs of these vulnerable groups and to monitor the adequacy of service provision. Older people are also care givers to the orphaned children by AIDS, but the available data is scanty. There is also no linkage between HIV and AIDS data and that of persons with disabilities. For instance, there currently exist no data on the number of
persons living with HIV who also are disabled and on older people who are receiving antiretroviral (ARV) drugs. Without the data, regional and national HIV and AIDS strategic frameworks and plans of action will not prioritize and resource programmes to address the impact on older persons and persons with disabilities.
Lessons: Countries where data is available on older people and person with disabilities in Sub-Saharan Africa, HIV prevalence has been shown to equal to or higher than national prevalence. For example the rate for the 50-54 age groups in Kenya, South Africa and Swaziland is higher than national average, and in Kenya 5% for the 50-64 age group compared to 7.1% for the 15-49 age groups2. Studies also estimate that, at least 40%-50%3 of caregivers are older people, mainly women. A survey from South Africa reports HIV prevalence among persons with disabilities at 14.1%4; a study from Kenya among deaf people reports HIV prevalence of 7%5; and unpublished data from Senegal suggest that HIV prevalence among persons with disabilities in the Dakar region is almost double (1.2%) that of the non-disabled population6.
Next steps: HIV and AIDS sero-behavior surveys, such as AIDS indicator survey, should extend to age 65, demographic and health surveys should determine HIV prevalence for both women and men up to age 60. The tools also need to be revised to assess access to HCT and ART services for the 50+ group. Need to integrate data on older people and persons with disabilities in national HIV and AIDS database (HMIS). Involvement of key stakeholders in national survey design and data collection tools, strengthening the collaboration between national bureau of statistics
and CSOs representing older people and persons with disabilities and lastly national governments commitment and gaining the support of influential organizations and donors for data disaggregation by age, sex and impairment.
Description: to demonstrate the effectiveness of social protection including livelihood support; cash transfer programmes and universal pensions, in realizing the rights of vulnerable people to achieving universal access in HIV and aids prevention, care and support, and treatment. social protection provides access to resources to meet basic needs and HIV and aids and health services and prevents the transmission of intergenerational poverty often affecting older people and children. This was a three year programme funded by the Sweden (Sida) government and Norad. The programme was implemented in Uganda, Tanzania, Ethiopia, Zambia, Zimbabwe, South Africa and Mozambique. it was implemented by HelpAge, Africa platform for social protection (APSP), university College London (UCL) and Coalition on Children affected by aids (CCaba/the coalition) through a “nesting” arrangement. in a symbiotic relationship, HelpAge provided its level of expertise in dealing with rights of older people, the coalition was to incorporate the lessons born from combined evidence to inform influence and global strategies, university College London was to utilize its level of expertise in research work to inform the programme and finally Africa platform for social protection was to support the programme in social protection based on its experience and presence in African countries building beyond HelpAge’s social protection which is pension driven.
Lessons: Poor economic wellbeing to vulnerable people contributes greatly to dropping out of medication; lack of food by those people on medication. in the nesting arrangement, households’ economic being was improved hence reducing the number of medications drop outs. through research work, areas of improvement and intervention were identified which helped the programme in reaching more people hence maximizing its impact to the targeted population. a number of national
and regional policies were modified and some introduced based on the evidence provided by the programme.
Next steps: the “nesting approach” has proved to be the most effective way to maximize impact in HIV and aids programming. there is need to adopt this approach so as to reach more people affected with HIV and aids through research, social protection and many other methods
The objective of this study was to establish the extent to which the AWLI participants self-reported to (a) have been satisfied with the content of the training, (b) gained new knowledge and skills hence deepening their feminist leadership, (c) measure shifts and changes in individual behavior (adaptation and application of skills) in the performance setting as a result of AWLI, and (d) measure changes in organisational and community impact as a result of AWLI.
The study conceptual framework borrows from Kirkpatrick Model (1955) four steps for evaluating learning. The modified study framework assumes that if learners were satisfied with the training, they will demonstrate some level of confidence based the knowledge and skills acquired. If this is deemed to be true, then knowledge and skills was acquired in the process. This will then translate to adaptation and application of the training at a personal level having direct causal impact to individual organisational and targeted communities.
The evaluation consisted of an online-administered questionnaire. The questionnaire designed used several questioning techniques. The study employed five point Likert scaled questions, multiple choice rating questions, dichotomous questions, open ended questions, and open ended and single answer questions, respectively. Categorical scaled and dichotomous questions provided easiness of understanding and flexibility. Data collection took place between March 2020 and April 2020, whilst approximately 15 min were required to complete the online questionnaire.
Generally, 63.2% of the targeted respondents have been advancing women’s rights for more than five years. In regard to participants’ satisfaction, 92.7% of the respondents reported to have been satisfied with the training. Of those who were not satisfied, cited lack of customisation of the training to address their immediate needs – such skilling in Resource Mobilisation and how to adapt to the changing contexts in relation to the feminism ecosystem. Additionally, 93.1% of the respondents revealed that the training was useful and relevant towards advancing their personal and organisational development goals.
Specifically, knowledge gained from the personal development module was cited as the most useful and relevant towards advancing their personal growth while feminist theory module was cited as the most useful in advancing their organisational goals and aspirations. Further, 80.8% of the respondents reported to have acquired new knowledge and skills as a result of the training. 78.9% acquired new knowledge and skills to advance their personal development agenda while 82.6% reported to have acquired new knowledge and skills to advance their organisation development agenda. Overall, knowledge and skills acquired on personal development was appreciated by most (67.8%) towards advancing personal development goals. On the other hand, towards advancing organisation development goals, the knowledge acquired from the feminist theory module was appreciated by most (57.1%).
The evaluation findings reveal that majority of the participants exhumed? confidence after the training where 78.8% of the respondents reported to have confidence after the training, as compared to 32.5% prior to the training. For those who reported to be confident, they cited various reasons with majority (35.3%) reporting that they felt adept at building partnerships and collaborations for successful resource mobilization and existing support of women mentors (32.4%) to continuously mentor them at a personal and professional level.
At a personal level, personal development and transformational leadership were cited as important modules. At organisation level. This is not to say that other modules were not as useful. The study pre-empts that this could be as a result of individual personal goals. The study has led the participants to be self-aware – understand their strengths and weaknesses, including their leadership styles. This has manifested in some re-evaluating their leadership styles, including changing their approaches and behaviour. The feminist leadership development also ignited a thirst of further learning prompting a section to go back to college to deepen their knowledge on women’s rights issues. Personal development (94.74%) and transformational leadership (63.16%) were reported to be the most implemented modules, respectively, towards advancing personal development agenda. Feminist theory (26.3%) and Women’s rights (26.3%) modules were the least cited.
At organisation level, transformation leadership and women’s human rights were cited as important modules towards advancing organisation goals. As a result of the training, participants were able to initiate and strengthen social change and movement building. In this regard a total of 3,763 women were reported to have been reached by the participants. Proposal writing skills were also enhanced with a section of the participant citing specific examples of how this was applied within their respective organisations. Championing women’s issues through existing political spaces, mostly dominated by men, was also evident. Additionally, there was also a shift towards gender transformative programming and implementation to make organisations more inclusive and gender responsive. Policies and guidelines have been revised to incorporate issues affecting women employees. Transformational leadership was cited as the most (73.68%) implemented, followed by women’s human rights (42.11%) and feminist advocacy and movement building (42.11%).
Despite the achievements, political, social, and economic factors still play a critical role in terms of how the knowledge acquired is put into use; mostly affecting those who are new in the feminism ecosystem. Lastly, bureaucratic structures in organisations also acted as a hinderance towards accelerating proposed changes targeting women in organisations.
For future feminist and transformational leadership development process, it is important for AMwA to strengthen the pre- and post-training evaluations to reflect the curriculum assessment check list. Additionally, it is also important for AMwA to systematically support the participants in their leadership journey post training to ensure that their personal and organisational development goals/objectives are well implemented. The individual’s goals/objectives will play a critical part in providing continuous mentorship to the participants by including conducting effective impact assessment studies
Overall, 78.4% reported to have either a good understanding of AAC mandate within the advocacy ecosystem. Of this number, they testified to have learnt about the AAC through referrals by friends, AAC Facebook page, AAC website, Amref, Y-ACT, among others. Further, 62.2% self-reported to be aware of AAC online advocacy resources and opportunities. Of this lot, 45.9% reported to have subscribed to AAC Facebook page, AAC website (42.9%) and AAC LinkedIn page (11.9%). Findings also suggest
that AAC had engaged 6,036 advocates as at December 2019 of which majority (4,200) were from East Africa. Based on the study findings, 81.8% of the interviewed advocates testified to have accessed advocacy resources shared by AAC on its website platform. Out of this, 48.6% reported to have found the accessed information
useful and relevant to their work. Minimal requests from advocates to AAC was
reported where only 24.3% testified to have made specific requests to AAC for support. These requests ranged from different issues such as M&E guidelines and TA support, models for training on media advocacy, among others. In addition, only 10.8% of the advocates reported to have shared an advocacy resource with AAC.
In regard to the trainings, webinars and linking and learning events, 14 trainings, 8 webinars and 2 linking and learning events had been conducted by AAC. 94.4% of the advocates reported to have found the trainings to be useful and relevant to their work while 78.3% and 69.4% reported on the webinars and linking and learning events respectively. Overall, 43.5% reported to have acquired new knowledge and skills through trainings, webinars and the linking and learning events – online and in-person
trainings (97.1%) were found to have had the highest impact towards imparting advocates with new knowledge and skills as compared to webinars and linking and learning events (<20.0%). Specific topics that advocates testified to have acquired new knowledge and skills include advocacy strategy formulation, advocacy messaging and communication, networking and coalition building among others. In general, 94.6% of the advocates testified to have adapted or applied the gained knowledge from training as compared to Webinars (30.8%) and linking and learning (19.2%). Although when
asked to provide specific examples, this information was found to be scanty and it varied from one individual to the other. Specific examples cited include applying the knowledge gained to design or review ToCs, improve data collection and reporting processes, drafting of new funding proposals, refining evaluations protocols, new ways of engaging policy makers, packaging of advocacy messages, among
others. In regard to advocates training needs, resource mobilization (22.2%) was reported as an area they would like to receive more support on. Other topics include building networks and coalitions (20.0%), M&E for advocacy (20.0%) among others.
In conclusion, the AAC has made tremendous efforts towards increasing its visibility within the advocacy ecosystem, although this visibility was found to be skewed towards East Africa. The increase in visibility has somehow contributed to
an increased awareness and subscription by advocates to AAC learning and sharing
platforms. A section of the advocates reports the platform and events to be useful and relevant to their advocacy work.
Description: Lack of data disaggregation by age and impairment by HIV and AIDS related population based surveys and routine data sources in Sub Saharan Africa. Lack of data has made it difficult to determine and
understand the needs of these vulnerable groups and to monitor the adequacy of service provision. Older people are also care givers to the orphaned children by AIDS, but the available data is scanty. There is also no linkage between HIV and AIDS data and that of persons with disabilities. For instance, there currently exist no data on the number of
persons living with HIV who also are disabled and on older people who are receiving antiretroviral (ARV) drugs. Without the data, regional and national HIV and AIDS strategic frameworks and plans of action will not prioritize and resource programmes to address the impact on older persons and persons with disabilities.
Lessons: Countries where data is available on older people and person with disabilities in Sub-Saharan Africa, HIV prevalence has been shown to equal to or higher than national prevalence. For example the rate for the 50-54 age groups in Kenya, South Africa and Swaziland is higher than national average, and in Kenya 5% for the 50-64 age group compared to 7.1% for the 15-49 age groups2. Studies also estimate that, at least 40%-50%3 of caregivers are older people, mainly women. A survey from South Africa reports HIV prevalence among persons with disabilities at 14.1%4; a study from Kenya among deaf people reports HIV prevalence of 7%5; and unpublished data from Senegal suggest that HIV prevalence among persons with disabilities in the Dakar region is almost double (1.2%) that of the non-disabled population6.
Next steps: HIV and AIDS sero-behavior surveys, such as AIDS indicator survey, should extend to age 65, demographic and health surveys should determine HIV prevalence for both women and men up to age 60. The tools also need to be revised to assess access to HCT and ART services for the 50+ group. Need to integrate data on older people and persons with disabilities in national HIV and AIDS database (HMIS). Involvement of key stakeholders in national survey design and data collection tools, strengthening the collaboration between national bureau of statistics
and CSOs representing older people and persons with disabilities and lastly national governments commitment and gaining the support of influential organizations and donors for data disaggregation by age, sex and impairment.
Description: to demonstrate the effectiveness of social protection including livelihood support; cash transfer programmes and universal pensions, in realizing the rights of vulnerable people to achieving universal access in HIV and aids prevention, care and support, and treatment. social protection provides access to resources to meet basic needs and HIV and aids and health services and prevents the transmission of intergenerational poverty often affecting older people and children. This was a three year programme funded by the Sweden (Sida) government and Norad. The programme was implemented in Uganda, Tanzania, Ethiopia, Zambia, Zimbabwe, South Africa and Mozambique. it was implemented by HelpAge, Africa platform for social protection (APSP), university College London (UCL) and Coalition on Children affected by aids (CCaba/the coalition) through a “nesting” arrangement. in a symbiotic relationship, HelpAge provided its level of expertise in dealing with rights of older people, the coalition was to incorporate the lessons born from combined evidence to inform influence and global strategies, university College London was to utilize its level of expertise in research work to inform the programme and finally Africa platform for social protection was to support the programme in social protection based on its experience and presence in African countries building beyond HelpAge’s social protection which is pension driven.
Lessons: Poor economic wellbeing to vulnerable people contributes greatly to dropping out of medication; lack of food by those people on medication. in the nesting arrangement, households’ economic being was improved hence reducing the number of medications drop outs. through research work, areas of improvement and intervention were identified which helped the programme in reaching more people hence maximizing its impact to the targeted population. a number of national
and regional policies were modified and some introduced based on the evidence provided by the programme.
Next steps: the “nesting approach” has proved to be the most effective way to maximize impact in HIV and aids programming. there is need to adopt this approach so as to reach more people affected with HIV and aids through research, social protection and many other methods