Page - (000314) - in Evaluating Climate Change Action for Sustainable Development

teamworking together in the debrief sessions to articulate ‘levels’ of knowledge improvement, capacity to advocate, and practice and policy impact – and then assessinghowmanygirlsandboys ineachfocusgroupwereateachlevel.Defining levels for scalar translation was a challenging process, particularly within the timeframe of a debrief session. The notion of scalar measures also prompted discussions about the appropriate baseline, adjustments for age level, and adjust- ments for variations in ‘external’ factors such as the overall level of education, access tomedia or other information, andwhether or not children had themselves experiencedclimate-relateddisasters.Nevertheless, thesediscussionsabouthowto quantify changeswere in themselves valuable for the team to reflect on not only what level, but qualitatively what kind of changes were expected and could be expected as a result of the project. 16.4.4 StepD:FurtherAnalysis The learning and reflection aims were achieved through steps A to C, but an optional extra stepwasdevelopedand trialled, andcouldbe implemented if further resources and time are available. The aim of further analysis – detailed consider- ationofnotesand transcripts fromFGDs, interviewsand thedebrief sessions– is to produce written narrative that can be used to record, share, report and compare learnings, andbeusedasexamples to informCCApracticeon theground. Ideally, the draft narrative couldbe sharedwith those children andyouthwhoparticipated in the FGDs to gather their further reflections and feedback. In practice however, time availabilitywas amajor constraint limiting this aspect of themethod. 16.5 Conclusions These FGDs have been really useful for me as a member of the project implementation team.We have had the chance to stop, reflect, and listen to the children aboutwhat they have learnedaboutclimatechangeadaptationandwhatdifference theproject ismaking. – TheresaAbogado,member of the project implementing team in thePhilippines. Key to the success of this method was its participatory foundations – operationalising theprinciple that sinceultimately adaptation is local, local voices and perspectives matter in understanding the impact of a project. The method focused on hearing the perspectives of participants and facilitating structured, but open discussion and sharing between participants, andwith project implementers. There are threemain avenues bywhich this participatory, rights-based approach underpinned an effective evaluation that generated learnings and in itself contrib- uted to project outcomes. Firstly, the indicators and process itselfwere developed through piloting in a participatory fashion with children and their communities, which in and of itself contributed to overcoming the challenges of balancing the 302 J.Chonget al.