DEPARTMENT OF DEVELOPMENTAL STUDIES

BACHELOR OF SOCIAL SCIENCE SPECIAL HONOURS IN MONITORING AND

EVALUATION

A process evaluation of Emergency Response to Food Crisis

by Jairosi Jiri Association (JJA) in Chivi District

MAPINDANI TAPIWANASHE
L00201529M

A dissertation submitted in partial fulfilment of the requirements for the

Bachelor of Social Science Special Honours in Monitoring and Evaluation

i
APPROVAL FORM
The undersigned certify that they have supervised, read and recommend to the Lupane State University
for acceptance a dissertation entitled:

“A process evaluation of Emergency Response to Food Crisis by Jairosi Jiri Association (JJA) in
Chivi District”

Submitted by Mapindani Tapiwanashe in partial fulfillment of the requirement of the Degree at Lupane
State University.

………………………………. …………………
SUPERVISOR DATE

………………………………. …………………
CHAIRPERSON DATE

………………………………. …………………
EXTERNAL EXAMINER DATE

ii
RELEASE FORM

Name of author Mapindani Tapiwanashe

Title of project “A process evaluation of Emergency Response to Food Crisis by Jairosi

Jiri Association (JJA) in Chivi District”

Degree Title Monitoring and Evaluation

Year of research 2021

Permission is hereby granted to the Lupane State University Library to produce single copies of this

dissertation and to lend or sell such copies for private, scholarly or scientific research purpose only. The

author does not reserve other publication rights and the dissertation nor may extensive extracts from it be

printed or otherwise reproduced without the author’s written permission.

Signed …………………………………………………………

Date …………………………………………………………

Residential address 742 Off Beaston Road, The Grange, Harare

Contact Numbers +263775339273/+263715455647

Email address tapsmaps@gmail.com

iii
DEDICATION
This Research Project is dedicated with affection to my late mom, Lizzy Musvunuki, May you

continue resting in peace

iv
ACKNOWLEDGEMENTS

v
EXECUTIVE SUMMARY

vi
Contents
APPROVAL FORM..................................................................................................................................ii
RELEASE FORM....................................................................................................................................iii
DEDICATION..........................................................................................................................................iv
ACKNOWLEDGEMENTS......................................................................................................................v
EXECUTIVE SUMMARY.......................................................................................................................vi
LIST OF TABLES....................................................................................................................................ix
LIST OF FIGURES...................................................................................................................................x
1.0 Introduction...................................................................................................................................1
1.1 The Project Setting........................................................................................................................1
1.2 Description of the Organisation....................................................................................................6
1.3 Program description......................................................................................................................6
1.4 Logic Model....................................................................................................................................9
1.5 Critique of the Logic Model and Program Theory...................................................................11
1.6 Evaluation Questions...................................................................................................................11
1.7 Evaluation objectives...................................................................................................................12
2.0 Introduction.................................................................................................................................13
2.1 Process Evaluation.......................................................................................................................13
2.1.1 Reason of process evaluations.................................................................................................13
2.1.2 Theories of Evaluation.............................................................................................................14
2.1.3 Theory of choice.......................................................................................................................15
2.2 Disaster Risk Reduction..............................................................................................................15
2.2.1 The Disaster Management Cycle............................................................................................16
2.3 Food Crisis...................................................................................................................................19
2.3.1 Food Security...........................................................................................................................19
2.4 Chapter Summary.......................................................................................................................20
3.0 Introduction.................................................................................................................................21
3.1 Evaluation design.........................................................................................................................21
3.2 Triangulation...............................................................................................................................21
3.3 Qualitative Research Approach..................................................................................................22
3.4 Quantitative Research Method...................................................................................................23
3.5 Sampling Procedure....................................................................................................................23
3.5.1 Snowball Sampling Method....................................................................................................23

vii
3.5.2 Convenience Sampling............................................................................................................25
3.6 Data Collection Instruments.......................................................................................................26
3.6.1 Semi-structured in-depth Interviews......................................................................................26
3.6.2 Questionnaires.........................................................................................................................27
3.6.3 Documents review....................................................................................................................28
3.6.4 Observations.............................................................................................................................28
3.7 Reliability and validity................................................................................................................29
3.8 Chapter Summary.......................................................................................................................30
4.0 Introduction.................................................................................................................................31
4.1 Response rate...............................................................................................................................31
4.2 Analysis of Respondents by Level of Education........................................................................32
4.3 Gender of respondents.................................................................................................................33
4.4 Analysis of Respondents by Age.................................................................................................34
PART B: EVALUATION ASSESSMENT QUESTIONS....................................................................35
4.5 Efficiency and effectiveness of the intervention.........................................................................35
4.5.1 Planned activities have been carried out in line with Programme Document.....................35
4.5.2 The project activities have contributed positively to objectives...........................................36
4.5.3 The project was effective in increasing skills for beneficiaries.............................................37
4.5.4 Lack of trained personnel is a challenge in achieving objectives.........................................38
4.6 Relevance of project to Community...........................................................................................39
4.6.1 Beneficiaries have a positive perception of the intervention.................................................39
4.6.2 Partnerships have helped in prioritizing beneficiary needs..................................................40
4.6.3 Programme activities have been so relevant to community expectations............................41
4.6.4 Programme activities have been highly relevant in community capacity development.....42
4.7 Project Sustainability..................................................................................................................43
4.7.1 Programme sustainability is highly likely after intervention...............................................43
4.7.2 Knowledge transfer by Jairos Jiri has ensured sustenance of project.................................44
4.7.3 Partners have been motivated by project outcomes for further funding.............................45
4.8 Gender issues in the Intervention...............................................................................................46
4.8.1 Gender issues have been addressed by mainstreaming activities.........................................46
4.8.2 Inclusivity and participatory has promoted acceptance of Gender parity..........................47
4.9 Lessons Learnt.............................................................................................................................48
4.9.1 Lack of community support threatens sustainability............................................................48

viii
4.9.2 Gender transformative processes should inclusive................................................................49
4.10 Conclusion on findings................................................................................................................49
5.1 Introduction.................................................................................................................................51
5.2 Conclusions..................................................................................................................................51
5.2.1 Main findings 1: efficiency and effectiveness of the..............................................................51
5.2.2 Main Findings 2: Project Relevance.......................................................................................51
5.2.3 Main Findings 3: Project sustainability.................................................................................52
5.2.4 Main Findings 4: Gender issues in Project Administration..................................................52
5.2.5 Main Findings 5: Lessons learnt from the outcome evaluation............................................52
5.3 Recommendations........................................................................................................................52
5.3.1 Efficiency and effectiveness.....................................................................................................53
5.3.2 Project Relevance.....................................................................................................................53
5.3.3 Project sustainability...............................................................................................................53
5.3.4 Gender issues in Project management...................................................................................53

ix
LIST OF TABLES

x
LIST OF FIGURES

xi
 SECTION 1: PROGRAME DESCRPTION

1.0 Introduction

Program evaluations are important and much needed, it is therefore important to properly prepare
for such evaluations. This is a report on the process evaluation that was done on an on-going goat
production and nutritional gardens program which is under the Food Emergency Project being
implemented by Jairo’s Jiri Association (JJA) in Chivi District ward 16 and 25. The program’s
aim is to reduce vulnerability of households with people with disabilities particularly children in
food insecure areas of Chivi district. According to Sharpen (2011), process evaluation’s main
aim is to enhance a current programme by having a full understanding of it. Sidani and Sechrest
(1999) also asserted that process evaluations measure what is done by the programme, and for
whom these services are provided. Process evaluations assist in the identification of active
ingredients of treatment, and assess whether a programme is meeting accepted standards of care
(Sharpe 2011). This project as an evaluation will focus on research questions centered on, if the
programme activities being carried out are according to plan, are the resources (cash and non-
cash) being used according to the programme plan, the quality and quantity of personnel and if it
matches with the demands of the programme, the satisfaction of the beneficiaries and the
improvements that can be made on the implementation of the programme.

This chapter focuses on the nature of the organisation and its founding principles the programs
implemented by the organisation are also highlighted .The organisations mission statement ,goal
and core values are spelt out including the description of the program being implemented by the
organisation which is Emergency Response to Food Crisis include the goals of the
project ,activities ,outputs and outcomes are discussed .The logic model and program theory ,
logic frame work, rationale for study and research questions are outlined.

1.1 The Project Setting

Chivi is a district in the Masvingo Province of Zimbabwe. The area was originally established as
a mission station in 1894 by the Berlin Missionary Society under the name Chibi Mission Chivi
is located in a semi-arid area and occupies an area of 3,510 km2 north of Mwenezi (District)and

1
west of Masvingo (District). Chivi is inhabited by the Karanga people, who are a subgroup of the
Shona tribe. Much of the district is occupied by subsistence farmers. The district is home to 155
442 people (CSO, 2003) and covers an area of 3 534 km2 with an average population density of
43.9 people/ km2. Chivi district receives an average 500 mm of rainfall per annum. However,
this rainfall is erratic and unreliable hence often fails to support rain-fed agriculture resulting in
persistent crop failures and subsequent food shortages in the district; Mutekwa, T and
Kusangaya, S. (2006).

FIGURE 1: SITE MAP OF CHIVI DISTRICT

Map of study area

The characteristics of Chivi Communal Area (CA) are similar to those of most communal areas
of Zimbabwe. Its characteristics include poor soils, which could not sustain reasonable crop

2
returns without application of fertilizer or manure. Chivi CA receives about 530 mm per annum
of rainfall, which is low. Zimbabwe is split into five agro-ecological regions based mainly on the
number of rainfall and therefore the sort of agricultural production they will support. Chivi
district is located in agro-ecological regions IV and V and is a low rainfall area which is subject
to frequent seasonal droughts (Dave et al, 2010). The distribution of rainfall ranges from more
than 710 mm in region I to less than 450 mm in region V (Vincent & Thomas, 1960). Most
smallholder farmers are located in region III and IV where rainfall is unreliable as a result of low
humidity levels and the output realized from agriculture may be low to sustain families’ right
through the year until the following season (Mano & Nhemachena, 2007). This implies that
smallholder farmers livelihoods are threatened by food insecurity and high poverty levels are a
likely consequence. Droughts characterize southern Africa and farmers in Zimbabwe have been
experiencing drought once every two to three years (Mazvimavi, et al, 2007). The land pressure
was high and was accompanied by a high population growth rate (FAO, 2007). In 1990, the
population of Chivi CA was 170,000, giving a density of about 70 people per square km. The
population growth rate was three percent per annum. Sizes of land holdings per household were
small, i.e., on average 1.2 ha per household, with some households being landless. Also, as a
direct outcome of the high population pressure, people have settled on marginal land previously
used for grazing. Therefore, grazing facilities are poor, leading to low numbers of cattle, most of
which were in poor condition. The direct impact is scarcity of draft power, with less than 50% of
the households owning cattle. The net result is low food production, and existence of high levels
of malnourishment. Subsistence agriculture is the mainstay of the household economy.
Zimbabwe’s economy is agro-based and global climate change may negatively affect agricultural
production systems (Gumbo, 2006). Yields from rain fed agriculture could also be reduced as an
immediate consequence of such scenarios as low rainfall. Other activities are trading in clothing
and food, selling of agricultural surpluses, crafts, pottery production and panning for gold. A
significant portion of households also relies on cash remittances from family members. The high
incidence of drought means that the agricultural practices in the area are at risk. Maize, sorghum,
and groundnuts are grown under dry land conditions and provide the food and income base in the
district (ZIMVAC, 2005).

1.1.1. Disability in Chivi

3
In Zimbabwe the Disabled Persons Act Chapter 17:01 of 1992, defines a disabled person as: ‘...a
person with a physical, mental or sensory disability, including a visual, hearing or speech
functional disability, which gives rise to physical, cultural or social barriers inhibiting him from
participating at an equal level with other members of society in activities, undertakings or fields
of employment that are open to other members of society’

One of
Zimbabwe’s pieces of
legislation, the Disabled
Persons Act Chapter 17:01 of
1992, defines a
disabled person as:
...a person with a physical,
mental or sensory disability,
including a visual, hearing or
speech functional disability,
which gives rise to physical,
cultural or social barriers
4
inhibiting him from
participating at an equal level
with other members of society
in
activities, undertakings or fields
of employment that are open to
other members of
society
Disability statistics are a source of dispute. The dispute frequently radiates from what constitutes
disability. Globally, it is estimated that over one billion people live with some form of disability
(WHO, 2011). According to WHO, 15% of any given population has various forms of disability
translating to over 1 billion people with disabilities in the world, of whom 2-4% experience
significant difficulties in functioning. Over 75% of people with disabilities are in developing
countries. In Zimbabwe, the statistics are equally contentious (Choruma, 2007 and Mtetwa,
2012). On the one hand, WHO estimates show that there are about 1,8 million people with
disabilities in Zimbabwe, which is about 15% of the total population (WHO, 2011) while the
National Association of Societies for the Care of the Handicapped (NASCOH) Stresses that
disability prevalence in Zimbabwe is over 10% of the population (NASCOH, 2013). This is
opposed by Government of Zimbabwe that estimates that only about 130 000 or 1% of the

people live with disabilities in Zimbabwe (Mtetwa, 2011). In contrast according to the 2013
National Survey on Living Conditions among Persons with Disabilities in Zimbabwe the
prevalence of disability in the country is estimated to be 7%, amounting to approximately 914

5
287 persons based on the total Zimbabwe population of 13 061 239 (Zimbabwe 2012 Population
Census).

1.1.2. Food security

Zimbabwe is a landlocked low-income, food-deficit country in southern Africa Chimamanda, et

al. (2020). The country has been facing numerous challenges since the late 1990s; these have
negatively affected the food security situation. Among these challenges are widespread poverty,
HIV and AIDS, limited employment opportunities, liquidity challenges, recurrent climate-
induced shocks, and economic instability, all of which have contributed to limited adequate
access to food (WFP, 2017). The definition of food security concurred upon at the
World Food Summit in 1996 is that it exists when all individuals, at all times, have physical
and financial get to to adequate, secure and nutritious nourishment to meet their dietary needs
and nourishment inclinations for a solid and dynamic life, (FAO, 1996 in Marcelino dj da Costa
et al, 2013). Food security can be examined by centering on different levels of the populace, i.e.,
from worldwide to person level. The above definition too infers that
when there's food security, food is accessible, available, and reasonable when and where needed-
in adequate amount and quality and this state of undertakings ought to be maintainable (Phillips
and Taylor, 1990). Food ought to be accessible to all individuals on a customary premise (WFC,
1998). In Zimbabwe according to Chingarande, et al. (2020) between 2009 and 2014, an average
of 1 million people (8.3 percent of the population) were food insecure, of whom 38 percent were
chronically food insecure. An analysis of food security in Zimbabwe over a period of five years
reveals that the number of food insecure people has been increasing, from 2,629,159 people in
the 2015/16 season to 4,071,233 people in the 2016/17 season. And although the 2017/18 season
saw a drop to 1,052,768, it was followed by an increase to 2,423,568 and 5,529,209 in the
2018/19 and 2019/2020 seasons, respectively (SADC, 2019). Food insecurity is a complex
problem with direct and underlying drivers that involve many sectors and contextual factors. The
definition of food and nutrition security by the Committee on World Food Security (2012) is
“when all people at all times have physical, social and economic access to food which is safe and
consumed in sufficient quantity and quality to meet their dietary needs and food preferences and
is supported by an environment of adequate sanitation, health services and care allowing for a
healthy and active life.”

6
ZimVAC (2019) attributed the food deficit in Masvingo Province to various factors, including:

 Droughts that have affected crops and caused death of livestock, especially cattle used as
draught power
 Unaffordability of agricultural inputs for communal farmers
 Use of retained seed with reduced vigor
 Rising prices of basic goods
 Animal and crop diseases
 Effects of cyclones, which have affected production yield levels as well as access to and
availability of food

(IPC, 2019) also added that following are the key drivers: The poor rainfall season, exacerbated
by the effects of the Fall Army Worm, resulted in significantly reduced crop harvest while
households had limited carry-over stock from the previous consumption year Food availability in
parts of Masvingo Province has been affected by Cyclone Idai, which affected Chivi and Zaka
districts (IPC, 2019). The average household cereal production in the province in 2018/19
agricultural season was 204.8 kg of maize and 47.8 kg of small grains (ZimVAC, 2019). Maize
production in the province declined from 378.1 kg in 2017/18 to 204.8 kg in 2018/19 season. On
average, cereal stock of 49.9kg was reported in Masvingo (ZimVAC, 2019). There is a
significant decrease (63.7 percent) in cereal stock from 2018 to 2019 (ZimVAC, 2019). The
province is estimated to have produced only 30 percent of the five-year average (IPC, 2019).

1.2 Description of the Organisation

Jairo’s Jiri Association (JJA) is a registered Non-Governmental Organisation with its
headquarters in Harare. It is the largest service provider to people with disabilities and over 6
500 clients are saved every year through outreach and follow integration programmes. In
addition, the organization operates 16 centres were 1200 children and adults get treatment care
and e3ducation. The work of the association is very broad and continue to be tailored to meet the
needs of people with disabilities. Among its many activities are Inclusive schools, special
schools for the deaf and blind, vocational training centres, hostels, homes, agricultural skills

7
 training centres, clinics, orthopedic workshops and satellites units, craft shops, Gender
empowerment programmes and community Based Inclusive Development programmes. It is
operating in different district s to mention Chivi, Buhera and Mutasa.

Vision: To be a reputable leader in the rehabilitation of People with Disabilities

Mission statement: To promote and empower People with Disabilities to become full
contributors to development.
Values: Transparency, Integrity, Commitment, Team Spirit, Empathy, Accountability and
Promptness

1.3 Program description

Jairos Jiri Association (JJA) is conducting an Emergency Response to Food Crisis in Zimbabwe
through the implementation of Food Emergency Project (FEP). The overall goal of the project is
to reduce the vulnerability of households with people with disabilities inclusive children and
their surrounding communities to food insecurity during the peak of the crisis in Zimbabwe.
Chivi district in Zimbabwe is a drought-stricken area and this necessitated the implementation of
this project. The Food Emergency Project was implemented in 2016 and comprises 4
Programmes which consist of Food distribution program, goat production and nutritional gardens
program, rehabilitation program, internal savings and lending program. Among the above
mentioned programmes the researcher dwells on evaluability assessment of goat production and
nutritional gardens program implemented in Chivi district ward 16 and 25.

1.1.3. Program Goal

 To reduce the vulnerability of households with people with disabilities particularly
children in food insecure areas of Chivi district by 2021.
1.1.4. Program objective
 To increase food security in households with people with disabilities through small
livestock production and nutritional gardens in CBID operational areas in Chivi district.
1.1.5. Program Resources
This is a summary of all the necessary resources needed to implement the project or program
well known as inputs. The following are the program resources:
i. Fiscal resources

8
 Budget cover costs (including staff salaries, allowances and all training costs, purchasing goats and
chickens, fuel, vaccines, garden seeds, etc.) USD 1000 000
To note - The budget is only an approximate.

ii. Human resources

Partners, Consultant, project officers, M&E officer, facilitators, surveyors, borehole drillers, pump
minders and water point committee

iii. Equipment
Vehicles (cars and motorbikes), borehole pumps and accessories, water tanks and accessories.

iv. Material
Garden construction material (fence, corner poles and droppers, cement), vaccines, garden
inputs such as fertilisers, seeds and pesticides.
Stationery for example flip charts, markers, flip boards, pens, books, stick staff, lever arch
files and bond paper.

1.1.6. Program Activities

These are interventions that the program staff needs to deliver and produce the outputs necessary
to achieve the desired outcome.
 Purchase training stationery
 Conduct goat production and horticulture trainings
 Purchase and distribute goats
 Borehole drilling and installation
 Train pump minders and water point committees
 Purchase gardening material, seeds and vaccines
 Construct gardens
 Market research
 Monitoring
1.1.7. Program Outputs
Outputs are measurable products of projects’ activities which are expected to achieve outcomes.
 2 training workshops on goat production and marketing, garden management were conducted
 6 Nutritional gardens were established

9
 4 Boreholes were drilled
 200 goats purchased and distributed
 Drip kits distributed
 JoJo tanks installed
1.1.8. Program outcomes
Outcomes are the effects of project to intended clients or communities. They can be positive or
negative or classified into immediate, intermediate or ultimate outcomes.

Intermediate outcomes
 Increased household income through selling vegetables and goats
 Improved access to clean water
 Improved ownership of productive asset
 Improved in household standard of living
 Livelihoods diversification
 Closure of social differences within the community

Ultimate outcomes
Increased food security among households with people with disabilities through goat production and
nutritional gardens in Chivi district ward 16 and 25.

1.4 Logic Model

It is a drawn presentation of various activities which are shown in a way that shows their
progress and their activities (Marvin, 2010). The logic model presented below creates an
illustrative guide for the operation of small livestock production and nutrition gardens program.
It clarifies the objectives, articulates the activities, outputs and outcomes of the program

Logical Framework

10
FIGURE 2 LOGICAL FRAMEWORK

Program theory is basically a statement of assumptions underlying how an expected project has
been delivered. A programme theory explains how and why a programme is supposed to work.
Spelling out that theory can be one of the most important things one does for the success of a
programme. The programme theory provides a logical and reasonable description of why the
programme activities should lead to the intended results or benefits (Renger and Hurley 2006).
The key purpose of a program theory is to establish the theoretical responsiveness of a program
(Rodgers et al, 2000).

Program theories are often been captured in a series of IF – THEN statements as what was done
during the evaluability assessment. In this case, IF JJA access all resources to goat pass and
nutritional gardens project, THEN it means the planned interventions will be delivered, hence
benefits will reach the project clients. IF consultant, facilitators from Agritex and Veterinary are

11
available to conduct goat production and horticulture trainings, THEN participant’s knowledge
base and skills will be increased this entails that project clients will productively engage in
nutritional gardening and goat production with great knowhow to start and run the projects. To
add on, clients will also be able to manage and control pests and diseases on crops and goats
encountered during project operation.

IF the project participants cooperate constructing nutritional gardens, surveyors are engaged to
drill boreholes and set solar pump systems THEN project will be run on an user friendly
environment , also availability of adequate water to irrigate their plants as well access to safe
clean drinking water which will be less labor intensive resulting in boom nutritional yields,
increase in goat production and livelihood diversification as well as contributing to increased
household income through selling vegetables and goats resulting in improvement in household
food security. IF goats and indigenous chickens are purchased within the community or
neighboring wards, THEN more breeding and better breeds will be introduced as well it will
improve micro economy (circulation of money) within the wards and the sellers will be able to
use the cash to purchase food to feed their families. IF purchased goats are distributed to the
targeted beneficiaries, THEN they will engage goat rearing. Hence there will be an increase
ownership of productive assets amongst people with disabilities. This also entails that there will
also achieve reduced vulnerability and increased food security among them as well. IF nutritious
gardens are engaged with households with people with disabilities and also vulnerable
households without people with disabilities and receive small livestock during distribution,
THEN there will be closure of social differences within the communities due to the inclusiveness
of the interventions since community members will be working together in the nutritious gardens
and small livestock pass on.

1.5 Critique of the Logic Model and Program Theory

Logic models are criticised due to the fact that they may be manipulated or misused by
organisations or evaluators to show results where there are not applicable. In line with the above
Renger (2006) highlights that incorrectly completed logic model have the possibility to harm due
to the sense that they can be misunderstood as being unhelpful or even damaging. Most of the
logic models are blamed to have incorrect conclusions and they identify indicators that will not

12
notify the organisation or evaluators if the program is having the planned results. The logic
model needs wide amount of time to create them.

Furthermore, logic models do not take unintended consequences into account although every
program has side effects. They fail or they do not include negative outputs and outcomes hence
they are too simple since it cannot bring out all the efforts and shortages arise during the
operation of the program. For instance, due to the economic situation here in Zimbabwe of cash
and fuel crisis this can affect the implementation of goat pass on and nutritional gardens project
but the logic models does not incorporate these challenges faced by the program.

Logic models they are too rigid in the sense that they promote individualism and not
participatory or inclusive in planning. As emphasized by Earle (2002) that there is nothing in the
logical model that encourages participatory planning although it should be developed alongside
other planning processes such as constitutional or stakeholder analysis. This will cause confusion
to stakeholders or practitioners due to unclear definitions of its components or other elements.
Resultantly, it is complicated and hard to understand due to the sense that program staff can
under it but on the other hand community members and even stakeholder may not understand the
process.

1.6 Evaluation Questions

The process evaluation for the HSCT programme will be guided by the following

research questions.

i. What impact on drought alleviation was Food Emergency Project in the Chivi
community?

ii. To what extent are the beneficiaries satisfied with the Food Emergency Project (FEP
programme activities?

iii. To what extend did Food Emergency Project contribute to drought alleviation in the
communities?

1.7 Evaluation objectives

This evaluation was guided by the following objectives;

13
 i. To assess the impact on drought alleviation, Food Emergency Project had in the Chivi
community
ii. To examine the extent on which beneficiaries are satisfied with the Food Emergency
Project (FEP programme activities
iv. To assess the extent to which Food Emergency Project contributed to drought alleviation
in the communities?

SECTION 2
LITERATURE REVIEW

2.0 Introduction
This section will look at review of the literature. The discussion of literature will focus on an
overview of process evaluations. Purpose of process evaluations, theoretical approaches to
process evaluation, also discussion surrounding food crisis, drought and climate will be
reviewed. Sources for this review include text books of Climate, food and drought crisis,
Evaluation texts and journal articles accessed through publishers like Research in the Schools,

14
American Journal of Evaluation among others. The majority of the studies cited in this review
date from 2000 to 2020

2.1 Process Evaluation

A process evaluation examines the extent to which a program is operating as intended by
assessing ongoing program operations and determining whether the target population is being
served, Bronte-Tinkew, et al (2007). Process evaluations is also known as formative or
implementation evaluations. Process evaluations are studies conducted concurrently with an
intervention to determine the underlying process in relation to the context of implementation, the
implementers and beneficiaries of a program (Grant et al, 2013). Such an evaluation helps
program staff members identify needed interventions and change program components to
improve service delivery. According to Planned Parenthood (2007) process evaluation often
collects information, such as; details of program operation; intensity and quality of services
provided; context and community in which a program is delivered; demographic characteristics
of program participants; collaborative partnerships; and staffing and training.

2.1.1 Reason of process evaluations

Moore and colleagues (2015) in their discourse of the utilize of process evaluations for complex
mediations highlight a number of purposes of process evaluations. To begin with and preeminent
they state that process evaluations capture is a mediation has been conveyed because it was
intended in the introductory arrange; what they term constancy, additionally process evaluations
look for to decide how much of the mediation has been actualized; the dosage. In the event that
devotion is kept up by the implementers at that point the program is conveyed as arranged
consistently to the planning recipients (Hulscher et al, 2003). A study of usage fidelity too
permits for an assurance of whether craved outcome where not accomplished due to
imperfections within the program plan or due to destitute usage (Oakley et al, 2006). An
execution mistake happens when the executed program contrasts from what was arranged
(Hulscher et al, 2003). Process evaluations guarantee that a program is being executed
intervention (Bowie & Bronte-Tinkew, 2008).

15
2.1.2 Theories of Evaluation
According to Shadish, Cook, & Leviton (1991), the fundamental purpose of evaluation theory is
to specify feasible practices that evaluators can use to construct knowledge about the value of
social program. There are a number of theories of evaluation which include Theory-based
evaluations (Chen, 1990), Utilization-focused evaluations (Patton, 2008) and empowerment
evaluations (Fetterman, 1996), just but to state a few. Michael Quinn Patton, PhD, developed
Utilization-Focused Evaluation (UFE) basing on the premise that “evaluations should be judged
by their utility and actual use” (Patton, 2013). According to Patton (2013) this theoretical model
should be applied when the end goal is instrumental use (i.e., discrete decision-making). UFE
focuses on intended use by primary intended users. Patton (2008), argues that an evaluation
shouldn’t be done up till number one intended customers are recognized and that the role of the
evaluator is to help in clarification in their objectives and dreams. An evalution is only
meaningful if it is able to be used and by the supposed person. On the other David Fetterman,
PhD, advanced Empowerment Evaluation as a technique to foster application improvement via
empowerment and self-determination (Fetterman, 2012). Self-willpower principle describes a
person’s business enterprise to chart his or own direction in existence and the ability to become
aware of and explicit needs. Fetterman believes the evaluator’s role is to empower stakeholders
to take ownership of the evaluation procedure as an automobile for self-determination. The
evaluator engages a diverse variety of application stakeholders and acts as a “essential buddy” or
“train” at the same time as guiding them via the evaluation manner. Fetterman (1996) states
that evaluations ought to inspire the energetic participation of programme contributors and
evaluator serves as an educator to inspire improvement,
organizational learning, network ownership, inclusion,
democratic participation, social justice, community understanding, proof-
based techniques, capability constructing and duty. On the other had Intrac (2017) states that a
theory-based evaluation is usually based on an explicit theory of change or logic model that
explains the theory of a development intervention. Theory Based evaluations are also called
Theory based evalution and there are different types of them including include theory-driven
process evaluation, intervening mechanism evaluation, moderating mechanism evaluation, and
integrative process/outcome evaluation (Coryn et al, 2011). Theory-based evaluation explore
conditions of program implementation processes and what leads to the programs outcomes so as

16
to understand when and how programs work (Mercier et al, 2000). Chen (2006) went further
explain that theory-driven process evaluation is the assessment of the execution of the action
model, which is the relationship between the implementing organisation, target population,
implementers, the context and the intervention. Coryn et al, (2011) further highlighted
that theory driven are used to advantage know-how on program efficacies and effectiveness and
underlying causal mechanisms.

2.1.3 Theory of choice

Process evaluation plans have been synonymous with qualitative designs (Oakley et al,
2006; Give et al, 2013). Oakley et al (2006), be that as it may, note that both subjective and
quantitative strategies can be utilized in process evaluations. Chen (2006) contends that utilize of
both qualitative and quantitative data can be complementary in covering the assessment of the
total program comprehensively. He states that, ‘Theory-driven evaluations utilize subjective and
quantitative strategies to gather data on distinctive components of a program in arrange to 28
obtain a full understanding of a program’ (Chen, 2006:79). From this assertion we conclude that
a blended strategies approach is the most excellent technique for a process evaluation.

2.2 Disaster Risk Reduction

Whande, W., Kepe, T. & Murphree, M. (2003) defined disaster as a serious disruption of the
functioning of a community or society causing widespread human, material, economic or
environmental damages/losses which exceed the ability of the affected community/society to
cope using its own resources. Oxfam (2012) defined a disaster as a serious disruption of the
functioning of a community causing widespread human, material or environmental losses and
impacts, which exceeds the ability of the affected community to cope using its own resources.
Consequence of everyday actions and decisions which cumulatively lead to a disaster (Hewitt
1997). Occurs when a hazard impacts on vulnerable population and cause damage, casualties
and disruption. Natural disaster also occurs when human beings and their infrastructure get in
the way of earth’s processes (Abbot 2004). Disaster risk management is now a global challenge
of our time. The number of disasters, has been increasing almost exponentially over the last
century resulting in massive losses and damage to property, and human life, Whande et al (2003)
Over the last four decades, Sub-Saharan Africa has experienced more than 1000 disasters.

17
Drought and floods together account for 80% of loss of life and 70% of economic losses linked
to natural hazards in Sub-Saharan Africa (African Union, 2008).

Because of the negative implication that comes with disasters there is need for serious mitigation
and management of such catastrophes. Disaster risk management according to Whande et al
(2003) is “the systematic process of using administrative decisions, organization, operational
skills and capacities to implement policies, strategies and coping capacities of the society and
communities to lessen the impacts of natural hazards and related environmental and
technological disasters”. Disaster risk reduction (DRR) is the systematic effort to analyze and
manage the causal factors of disasters, i.e., reduce exposure to hazards, lessen vulnerability of
people and property, wise environmental management, and improved preparedness for adverse
events, Oxfam (2012)

2.2.1 The Disaster Management Cycle

The figure below is an illustration of the disaster management cycle, showing the four stages of
preparedness, mitigation and response and recovery. In practice mitigation and preparedness
activities are undertaken before the occurrence of a disaster, while response and recovery are
carried out after the disaster has occurred.

18
FIGURE 3:DISASTER RESPONSE PHASES
Source: NEHRP. (2009). Introduction to emergency management, Retrieved 10 December 2014, from
http://training.fema.gov/EMIWeb/EarthQuake/NEH0101220.htm

Canton (2007) explains the four phases (Figure 4.3.) and the activities that each phase entails

as follows:

 Mitigation – efforts taken to eliminate or reduce the impact of hazards.

 Preparedness – efforts to develop human capacity to respond to disasters.
 Response – actions taken to deal with the impact of a disaster.
 Recovery – actions taken to restore the community to normal.

The DMC (Figure 1) has been displayed by researchers and disaster professionals in various
versions. Figure 2 underneath is another form of the DMC, with extra stages to incorporate
'prevention ‘and 'development ‘. It is commonly known as the Disaster Continuum Model
(DCM).

19
FIGURE 4: DISASTER CONTINUUM MODEL
Source: Moscatelli, S., Viera, O. & Tansini, L. (2009). Disaster management and operation
researching Uruguay. Montevideo.

As presented in Figure 4 above, the more traditional approach is to recognise disaster risk
management as involving many phased sequences of action or a continuum. The assumption, on
which this model is based, is that disasters are inevitable and the focus of the DMC is more on
activities immediately before and after the disaster event (Moscatelli, Viera & Tansini, 2009).
The idea that disasters are unavoidable is backed by Sugarman (2006), who states that
catastrophes are going to happen, indeed in case we don't know which ones they will be, when or
where they will happen, or how obliterating they will be. This demonstrate moreover brings
clarity on the exercises which should be carried some time recently, and after the event of a
disaster. However, it isn't rectifying to continuously expect that catastrophes are superior
overseen as it were in a phased sequence as proposed by the DMC and DCM. A brand new and
productive model, which overcomes the shortcomings of these two and other models through
considering other components, is therefore required

20
2.3 Food Crisis
Starvation, food shortages, and lack of safe foods remain significant global problems. Hunger is
in the top list of Millennium Development Goals (United Nations, 2012). Household food
insecurity has risen amongst the low-income communities that are more vulnerable to the health
and environmental risks posed by climate change and socio-economic factors, Ndiweni (2015) In
Masvingo Zimbabwe, this has led to nutrition and health issues which are due to increased
hunger thereby causing sustainable development of human workforce.

2.3.1 Food Security

Family food insecurity has risen among the low pay communities that are more vulnerable to the
wellbeing and natural dangers postured by climate alter and socio-economic variables. In
Southeastern Zimbabwe, this has accelerated sustenance issues and wellbeing issues due to
expanded starvation subsequently repressing economic advancement of human assets. World
Food Summit in 1996 agreed that the definition of food security is it exists when all people, at all
times, have physical and economic access to sufficient, safe and nutritious food to meet their
dietary needs and food preferences for a healthy and active life, (FAO, 1996 in Marcelino dj da
Costa et al, 2013).

Starvation, nourishment deficiencies,and need of secure food remain critical worldwide problem.
Hunger tops the list of Millennium Development Goals (United Nations, 2012). Universally, it is
estimated that there are around 850 million individuals who are undernourished. Since the early
2000s, the number of undernourished individuals in sub-Saharan Africa drifted around 215
million, but the price shock of 2008 expanded this number to about 240 million (FAO, 2011).
Between 2003 and 2005 almost 30 percent of the populace in sub-Saharan Africa was
undernourished (FAO, 2008). It is additionally assessed that around 45 percent of those
undernourished are less than 15 a long time ancient and “that 39 and 29 percent of children of
less than 5 a long time were stunted and underweight, respectively” (FAO, 2006).
These raising numbers are the primary reason that starvation and food security must proceed to
be investigated and tended to.

21
2.4 Chapter Summary
The Chapter dealt with literature review where theoretical framework, NGO’s and government
responses to disasters such as drought, conceptual issues on disaster alleviation and issues to do
with food crisis are dealt with. . The next chapter shall focus on the research methodology

22
 SECTION 3

EVALUATION DESIGN AND RESEARCH METHODOLOGY

3.0 Introduction
Within the previous section, the literature review within the setting of process evaluation was
examined. This segment gives an outline of the research methodology for this study, firstly the
research design; the target population and the research instruments were presented. This can be
taken after the design and construction of the research instruments, which in this case were the
questionnaires.

3.1 Evaluation design

Patton (2005) defined evaluation design as the total process of specifying a plan for collecting
data, analysing data, reporting results and getting the results used. Mouton (1996: 35) defines
methodology as the means or methods of doing something. Burns and Grove (2003: 488) assert
that methodology includes the design, setting, sample, methodological limitations, and the data
collection and analysis techniques in a study.

3.2 Triangulation
Heale, and Forbes (2013) stated that the term ‘triangulation ‘originates in the field of navigation
where a location is determined by using the angles from two known points. Triangulation in
research is the use of more than one approach to researching a question. The objective is to
increase confidence in the findings through the confirmation of a proposition using two or more
independent measures Heale and Forbes (2013). The combination of findings from two or more
rigorous approaches provides a more comprehensive picture of the results than either approach
could do alone. The technique was originally introduced into qualitative research in the 1950s as
a means to avoid potential biases arising from the use of a single methodology Williamson
(2005). This technique is used to confirm suggested findings, but it can also be used to determine
the completeness of data.

Triangulation is often used to describe research where two or more methods are used, known as
mixed methods. In doing this evaluation triangulation or mixed methods are going to be used in

23
data collection. According to Heale, and Forbes (2013), combining both quantitative and
qualitative methods to answer a specific research question may result in one of the following
three outcomes:

i. the results may converge and lead to the same conclusions;

ii. the results may relate to different objects or phenomena but may be complementary to
each other and used to supplement the individual results and
iii. the results may be divergent or contradictory

In spite of the fact that respected as a implies to include lavishness and depth to

a research inquiry, there are a few criticisms of the utilize of triangulation in research. Heale, and
Forbes (2013), stated that triangulation assumes that the data from two distinct research methods
are comparable and may or may not be of equal weight in the research inquiry. In addition,
Heale, and Forbes (2013) said when two or more data sets have convergent findings, there must
be caution in interpretation since it may simply mean that each of the data sets is flawed. Others
question whether the term triangulation has any meaning when it is so broadly defined, mixed
methods is preferred.

3.3 Qualitative Research Approach

The evaluation was done and data collected as a qualitative research, meaning the researcher had
to go into the field to get information regarding the subject matter. According to Copper and
Schindler (2011:160) qualitative research includes an “array of interpretive techniques which
describe, decode, translate and otherwise come to terms with the meaning, not the frequency, of
certain more of less naturally occurring phenomena in the social world”. Another definition came
from Bedward (1999:51) stresses qualitative data is non-numerical data, concerned more with
answering open ended questions such as “why” and “how”. This evaluation as well focus on the
opinions and attitudes of people, and for this determination this method of research is most
suitable. Qualitative techniques are going to be used in both the data collection and data analysis.

24
3.4 Quantitative Research Method
Quantitative research technique is objective. It could be a formal orderly process in which
numerical data are examined. It describes, tests, and looks at cause and effect connections,
employing a deductive process of knowledge fulfillment (Mertens, 2005). Illustrations of
quantitative methods presently well acknowledged within the social sciences include survey
methods, laboratory tests, and numerical methods. The major advantage of quantitative
investigate is that it produces information which lend themselves to objective factual analysis
which it empowers the collection and analysis of data from gigantic samples inside a brief period
of time. Its major impediment is that it does not allow for the collection of point-by-point
information. To moderate these inadequacies of quantitative methodology in this study, it was
complemented by qualitative methodology.

3.5 Sampling Procedure

In this evaluation a combination of both snowball sampling and convenience sampling was used.
These falls under non-probability sampling mainly because it provides a range of alternative
techniques based on the subjective judgement, since the research is based on workers.

3.5.1 Snowball Sampling Method

Saunders, Lewis and Thornhill (1997:147) stressed that snowball sampling is commonly used
when it is difficult to identify members of the desired population that is for example people who
are working while claiming unemployment benefit. In this method the participants can refer the
researchers to others who have characteristics, experiences, or attitudes similar to or different
from their own. Using this sampling procedure, a total number of 5 respondents will be selected
for the study. According to Lewis et al (1997:148), the snowball sampling works in a way and
has three main stages

I. Make contact with one or two cases in the population,

II. Ask these cases to identify further cases, and

III. Ask these new cases to identify further cases.

25
Since the research is focused on Mugg and Bean restaurant it makes it easy when doing this type
of sampling since the workers are more likely to know each other personally, thus good referrals
can come out

Advantages of Snowball Sampling

The advantages of Snowball sampling are:

Snowball sampling is a useful choice of sampling strategy when the population you are
interested in studying is hidden or hard-to-reach, this is because the research target groups are
part-time workers who have no security at their workplaces thus this method works well. Other
advantages of this method include:

i. It overcomes the point that it can be difficult to identifying units to include in your
sample, perhaps because there is no obvious list of the population you are interested in
Laerd (2013).
ii. The sensitivity of coming forward to take part in research is more acute in some contexts
research contexts, however since this strategy involve individuals recruiting each other
that makes it easy for the researcher Laerd (2013).
iii. Snowball sampling makes it easy for easy infiltration in secretive groups by merely just
getting one on the table and the rest will work through referrals

Disadvantages of Snowballing Sampling.

The disadvantages of Snowball Sampling are:

i. Since snowball sampling does not select units for inclusion in the sample based on
random selection, unlike probability sampling techniques, it is impossible to determine
the possible sampling error and make statistical inferences from the sample to the
population Laerd (2013).
ii. Another disadvantage is that snowball sampling does not yield a random sample, thus the
results from a study using a snowball sample are not generalizable to the population
under study

26
 3.5.2 Convenience Sampling
Saunders et al (1997:147) says that convenience sampling involves selecting those cases which
are easiest to obtain for your sample. The research selects any readily available individuals as
participants. This process gets to be continued until the required sample size has been reached.
Using this sampling procedure total of 5 respondents will be selected for the study.

Advantages of Convenience Sampling

The advantages of Convenience sampling are:

The convenience sampling strategy has the following advantages according to, Laerd (2013) that
goes with it;

i. Convenience sampling is very easy to carry out with few rules governing how the sample
should be collected;
ii. The relative cost and time required to carry out a convenience sample are small in
comparison to probability sampling techniques. This enables you to achieve the sample
size you want in a relatively fast and inexpensive way; and
iii. The convenience sample may help you gathering useful data and information that would
not have been possible using probability sampling techniques, which require more formal
access to lists of populations.

Disadvantages of Convenience Sampling

According to Laerd (2013) the disadvantages of Convenience Sampling include:

i. Since the sampling frame is not known, and the sample is not chosen at random, the
inherent bias in convenience sampling means that the sample is unlikely to be
representative of the population being studied and
ii. Convenience sampling has a problem of being biased.

27
3.6 Data Collection Instruments
As stipulated above this evaluation used the following data collection instruments;

Semi-structured in-depth Interviews and

Questionnaires

3.6.1 Semi-structured in-depth Interviews

According to Cooper et al (2011) a formal interview consists of a series of well-chosen questions
(and often a set of tasks or problems) which are designed to elicit a portrait of a student's
understanding about a scientific concept or set of related concepts. An in−depth interview is an
open−ended, discovery−oriented method that is well suited for describing both program
processes and outcomes from the perspective of the target audience or key stakeholder, it is a
conversation with an individual conducted by trained staff, Pereira, Pedrosa, Simon and
Matovelle (2013). The goal of the interview is to deeply explore the respondent's point of view,
feelings and perspectives.

Advantages of In-depth Interviews

In-depth interviews present one of the most used techniques that social researchers tend to use in
their data collection, this is mainly because of the following advantages according to Cooper et al
(2011) that they have against other methods:

i. Interviews typically allow for more focused discussions and follow‐up questions;
ii. Individuals may offer information in interviews that they wouldn’t offer in a group
context;
iii. Interviews can be an excellent source for stories and context;
iv. The interviewer can observe the non‐verbal behaviours of an interviewee.

Disadvantages of In-depth Interviews

28
Cooper et al (2011) stressed that interviews as any method of data collection also have their
disadvantages that makes them not fit to be used, the following the main disadvantages that
interviews have:

i. Time requirements for interviewers and interviewees can be significant;

ii. Interviews have the potential to reduce the scope and sample for data collection;
iii. the results of multiple interviews may contradict each other or be difficult to analyse and
iv. Interviewees may be biased or represent only a limited perspective on performance issues
or themes.

3.6.2 Questionnaires
A questionnaire is a list of questions. It can generally also be defined as a list of research or
survey questions designed to extract information from respondents. The questions are decided in
advance and then a sample of people are selected to answer the questionnaire.

Advantages of questionnaires

The use of questionnaires as a data collection technique has a whole lot of advantages that it
provides to a social researcher, these are shown below as, Phellas, Bloch and Seale (2011:183)
purported:

i. They are cheap to administer. The only costs are those associated with printing or
designing the questionnaires, their postage or electronic distribution;
ii. They allow for a greater geographical coverage than face-to-face interviews without
incurring the additional costs of time and travel. Thus, they are particularly useful when
carrying out research with geographically dispersed populations;
iii. Using self-completion questionnaires reduces biasing error caused by the characteristics
of the interviewer and the variability in interviewers’ skills and
iv. The absence of an interviewer provides greater anonymity for the respondent. When the
topic of the research is sensitive or personal it can increase the reliability of responses.

29
Disadvantages of Questionnaires

The disadvantages of questionnaires according to, Phellas, Bloch and Seale (2011: 183 -184) are:

i. Questionnaires have to be short and the questions must be simple as there is no

opportunity to probe or clarify misunderstandings;
ii. There is no control over who fills out the questionnaire, and the researcher can never be
sure that the right person has completed the questionnaire;
iii. Those with low levels of literacy or poor access to email or the Internet are unlikely to
complete a questionnaire, meaning that they are excluded from the study;
iv. Response rates tend to be low and it is difficult to know the characteristics of those who
have not filled in the survey and how their non-response will affect the findings.

3.6.3 Documents review

Smith and Davis (2012) portrayed document review as a way of
collecting information by checking on existing records. Document analysis deals with the
systematic examination of current records or documents as sources of data. In documentary
analysis, the following may be used as sources of data official records and reports, printed forms,
text-books, reference books and letters (Kothari, 2000). The researcher exhaustively reviews
program documents and other literature related to the program and its proposed outcomes during
EA. Program documents such as the logical framework matrix, monitoring and evaluation plan,
distribution list, progress, surveys and monitoring reports were reviewed. This enables the
researcher to have an understanding of the operation of the project, targeted objective, goal,
activities, outputs and outcomes at the same time assisting to finalise whether the program is a
good one.

3.6.4 Observations
Kane and Trochim (2006) defined observation as a process of systematically recording verbal
and non-verbal behaviour and communication without asking specific questions. Among several

30
observations the researcher employed overt and non-participatory observation techniques. The
researcher managed to attend a field operation with field officers nutrition gardens and goat
projects in ward 16 and 25 were she observed that drip kits, tanks and boreholes are fully
functional, goats distributed since first quarter of 2016 are now in large numbers and beneficiary
who received the goats in 2016 were passed on to other beneficiaries. Also, all the 6 nutritional
gardens, 3 per ward are fully operating.

chieving its intended goal and objective reviewed through indicators of immediate outcomes

3.7 Reliability and validity

Reliability and validity involve estimating - and minimising - the level of error associated with
measurements made using a given instrument (Streiner and Norman 2008). According to
Kimberlin and. Winterstein (2003) validity is often defined as the extent to which an instrument
measures what it purports to measure. Validity requires that an instrument is reliable, but an
instrument can be reliable without being valid. This research as any developmental study is
covered by this concept of validity. The base is on the point that a test is valid if it demonstrates
or measures what the researcher thinks or claims it does. Thus, there should be minimisation of
research errors such as faulty research procedures, poor samples, and inaccurate or misleading
measurements, which all can undermine validity.

Adding to the concept of validity is another important issue of reliability. As Kimberlin and.
Winterstein (2003) purports that “according to classical test theory, any score obtained by a
measuring instrument (the observed score) is composed of both the “true” score, which is
unknown, and “error” in the measurement process, the true score is essentially the score that a
person would have received if the measurement were perfectly accurate”. All this is based on one
important tool in social research which as stated above is reliability, which generally is
concerned with the findings of research and relates to the credibility of the findings. Thus, this
evaluation is also covered by this important test to check whether the data that’s been collected is
reliable to be part of social research.

31
3.8 Chapter Summary
The chapter attempted to draw all features of research methodology and research process. This
chapter also contained research design which was the blueprint for the study in collecting and
analysing data. The sampling techniques used to construct a sample and data collection
instruments used were also highlighted in the chapter. The next chapter four will cover data
presentation, analysis and discussion of the evaluation findings.

32
 SECTION 4
FINDINGS AND DISCUSSION

4.0 Introduction
In this chapter, data collected from the respondents will be presented, analysed and discussed.
The underlying findings include the demographic characteristics of respondents, drought
alleviation strategies in the Chivi District in Masvingo, challenges being faced and ways of
addressing such challenges. Moreover, description of quantitative findings had been expressed
through tables and figures by using Microsoft Excel computer aided spreadsheet package and the
IBM SPSS Statistics. Discussion on findings focused on responses gathered through the
questionnaires administered.

4.1 Response rate

The response rate of the participants was 92% of the sample as shown by table 4.1 below.

TABLE 1: RESPONSE RATE BY RESPONDENTS

Description Targeted Respondents Actual Respondents

Village Heads 02 02
Health Care givers 02 02
Programme Officers 02 02
Community Educators 06 06
Disabled people 56 51
Total Respondents 68 63

As indicate in the Table 4.1 above, all the targeted respondents responded 100% except for the
disabled people who were short of 5 respondents leading to a 3% variance

33
4.2 Analysis of Respondents by Level of Education

Level Of Education

8%
23% None
18% Grade 7
Diploma
Degree

51%

FIGURE 5: RESPONDENTS BY LEVEL OF EDUCATION

Analysis of Respondents by Gender

Figure 4.2 above shows that the highest level of qualification for most of the respondents is
Grade 7 (51%) and this is followed by those without any qualification at all (23%) and diploma
(18%) level There were also a few respondents who had a degree (8%) as their highest level of
qualification as per respondents. This entails that the findings of the study were reliable since
most of the participants were learned and informed and hence could fully explain their
experiences.

34
4.3 Gender of respondents

Gender
45

40

35

30

25

20

15

10

0
Males Females

Gender

FIGURE 6: GENDER RESPONSE

The study sought to find out the respondent’s gender. According to the findings of the study the
majority of respondents were females and the minority were males as depicted in Figure 4.1
above. The findings of the study show that from a total of 63 participants who participated in the
study, 24 (38.1%) were males and 39 (61.9%) females. This implies that the programme is
dominated by females’ counterparts since the study food security and disaster alleviation, and its
mostly women who takes care of food provision at home and they have more knowledge about
the study.

35
4.4 Analysis of Respondents by Age

Age
30

25

20

15

10

0
Below 20 years 21 to 35 years 36 to 50 years Above 50 years

Age

FIGURE 7:RESPONDENTS BY AGE

From the data gathered figure 4.3 about the respondents age below shows the results that the
majority 39.7% of the responded were aged between 21 and 35 years old and 28.6% of the
respondents are between the ages of 36 and 50, 19.04 % are aged below 20 years and lastly the
minority of the respondents are above the age of 50 years and these results shows us they is a
diverse of results and can helps us provide the answers we seek.

36
PART B: EVALUATION ASSESSMENT QUESTIONS

4.5 Efficiency and effectiveness of the intervention

4.5.1 Planned activities have been carried out in line with Programme Document
TABLE 2: PLANNED ACTIVITIES CARRIED OUT

  Frequency Percent Valid Cumulative

Percent Percent

Valid Strongly agree 25 40% 40% 40%

Agree 13 21% 21% 60%

Neutral 8 13% 13% 73%

Disagree 8 13% 13% 86%

Strongly disagree 9 14% 14% 100%

Total 63 100% 100%  

Field Research 2021

A total of 40% respondents strongly agreed that all the planned activities have been carried out in
line with the project document. 21% just agreed, while 13% were neutral on whether the project
planned activities have been carried out. Of the remainder of 27%, 13% disagreed and 14%
strongly disagreed that the project planned activities have been carried out. In total the agreement
rate has been 60%, while those in disagreement accounted for 40%. This shows that in general
the respondents are aware that the planned activities have been carried out for the project.

37
4.5.2 The project activities have contributed positively to objectives
TABLE 3: PROJECT ACTIVITIES AND CONTRIBUTION TO OBJECTIVES

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 23 37% 37% 37%

Agree 14 22% 22% 59%

Neutral 10 16% 16% 75%

Valid Disagree 7 11% 11% 86%

Strongly 9 14% 14% 100%

disagree

Total 63 100% 100%  

Source: Field Research 2021

An aggregated total of 60% of the respondents were in agreement that the projects’ activities
have contributed positively to the objective of the intervention in Chivi District. The remaining
40% were is disagreement. However on a Likert scale table, there were 35% respondents who
strongly agreed and another 25% who were just in agreement. This compares to 15% who
disagreed and 12% of those who were neutral and 14% who strongly disagreed respectively.
However looking at the strengths of the agreements, it can be noted that the projects activities
contributed positively to the programme objectives.

38
4.5.3 The project was effective in increasing skills for beneficiaries
TABLE 4: PROJECT INCREASED BENEFICIARY SKILLS

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 23 37% 37% 37%

Agree 14 22% 22% 59%

Valid
Neutral 10 16% 16% 75%

Disagree 8 12% 12% 87%

Strongly disagree 8 13% 13% 100%

Total 63 100% 100%  

Source: Field Research 2021

A total of 37% respondents strongly agreed that the project has improved the skills of the
beneficiaries in the Chivi district. Another total response of 22% just agreed that the beneficiary
skills were improved, while 16% who were neutral. The remaining 12% and 13% either
disagreed or strongly disagreed respectively that the project has improved the beneficiary skills.

In aggregate those in agreement were 59% while those in disagreement were 41%, meaning that
the respondents were not in agreement to weather the project has improved the skills of the
beneficiaries.

39
4.5.4 Lack of trained personnel is a challenge in achieving objectives
TABLE 5: LACK OF TRAINED PERSONNEL AS A CHALLENGE TO PROJECT ACHIEVEMENT

  Frequency Percent Valid Percent Cumulative

Percent

Strongly agree 25 39% 39% 39%

Agree 13 20% 20% 59%

Valid
Neutral 8 12% 12% 71%

Disagree 8 13% 13% 84%

Strongly disagree 10 16% 16% 100%

Total 63 100% 100%  

Source: Field Research 2021

Respondents represented by 39% strongly agreed that lack of trained personnel had hampered
the effective implementation of the intervention in Chivi district. Another 20% agreed and 12%
were neutral that lack of trained personnel was a major challenge of the project implementation
matrix in Chivi district. The remainder of 28%, 13% disagreed and 15% strongly disagreed. In
total however, 60% were in agreement that lack of trained personnel had affected the smooth
project implementation in Chivi District. Those in disagreement accounted for the remaining
40%, meaning that respondents were aware that lack of trained personnel for project
management was a hindrance for smooth implementation.

40
4.6 Relevance of project to Community

4.6.1 Beneficiaries have a positive perception of the intervention

TABLE 6: BENEFICIARIES HAVE A POSITIVE PERCEPTION OF THE INTERVENTION

  Frequency Percen Valid Cumulative

t Percent Percent

Strongly agree 24 38% 38% 38%

Agree 14 23% 23% 61%

Neutral 6 10% 10% 71%

Valid
Disagree 8 12% 12% 83%

Strongly disagree 11 17% 17% 100%

Total 63 100% 100%  

Source: Field Research 2021

A total of 38% respondents strongly agreed that the beneficiaries of the projects have a positive
perception of the interventions hence approving its relevance. 23% agreed while10% were
neutral that the beneficiaries had a positive perception of the intervention in Chivi District. 12%
disagreed and 18% strongly disagreed.

In total there were 60% of respondents who were in agreement while 40% who were in
disagreement , meaning that there majority of the respondents were not in agreement that the
intervention has had some positive effects on the beneficiaries in Chivi District.

41
4.6.2 Partnerships have helped in prioritizing beneficiary needs
TABLE 7: PARTNERSHIPS HAVE HELPED IN PRIORITISING BENEFICIARY NEEDS

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 20 32% 32% 32%

Agree 20 31% 31% 63%

Valid
Neutral 6 9% 9% 72%

Disagree 6 10% 10% 82%

Strongly disagree 11 18% 18% 100%

Total 63 100% 100%  

Source: Field analysis 2021

Respondents representing 32% strongly agreed that the partnership between the stakeholders
have helped in prioritizing beneficiary deliverables. The other 31% agreed while another 9%
were neutral. The remaining 28%, 10% disagreed and 18% strongly disagreed respectively that
the existing partnerships has helped to keep the beneficiary deliverables under control.

In total however, 63% respondents were in agreement while 37% were in disagreement. This
means that the generality of the respondents were in agreement to the partnership existing.

42
4.6.3 Programme activities have been so relevant to community expectations
TABLE 8: PROGRAMME ACTIVITIES HAVE BEEN SO RELEVANT TO COMMUNITY EXPECTATIONS

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 21 34% 34% 34%

Agree 19 30% 30% 64%

Valid
Neutral 6 9% 9% 73%

Disagree 7 11% 11% 84%

Strongly disagree 10 16% 16% 100%

Total 63 100% 100%  

Source: Field Research 2021

Respondents totaling 34% strongly agreed that the programme activities have been relevant to
the community’s expectations. Furthermore, 30% agreed, while 9% were neutral. There were
11% who disagreed and the remaining 15% who strongly disagreed that the programme activities
have been regarded as relevant to the community and the targeted beneficiaries.

In total, however, 64% were in agreement and the remainder in disagreement. The remaining
36% were in disagreement to the notion that the programme has been relevant to Chivi District.
This shows that there has been a general agreement that the programme has been relevant to the
community it intended to save.

43
4.6.4 Programme activities have been highly relevant in community capacity development
TABLE 9: PROGRAMME ACTIVITIES HAVE BEEN HIGHLY RELEVANT IN COMMUNITY CAPACITY DEVELOPMENT

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 25 40% 40% 40%

Agree 16 26% 26% 66%

Neutral 7 11% 11% 77%

Valid Disagree 6 10% 10% 87%

Strongly 8 13% 13% 100%

disagree

Total 63 100% 100%  

Source: Field analysis 2021

40% of the respondents strongly agreed that the programmes activities have agreed been highly
relevant to the community capacity development. 26% just agreed, yet there were 11% who were
neutral to the notion that the programme activities have improved the community capacity
development in Chivi District. The remaining 10% disagreed and 13% strongly disagreed that
the programmers’ activities have improve the capacity development in the community of Chivi
district.

In total 66% were in agreement while 34% were in disagreement, this shows that there has been
a high degree of agreement to this notion on community capacity development in Shamwa
district as a result of this intervention.

From the interviews it came out that, although the project also intended to empower the
communities with food support and reconstruction of infrastructure. This is justified below s
justified as stated below;

44
 Put interview results here

4.7 Project Sustainability

4.7.1 Programme sustainability is highly likely after intervention

TABLE 10: PROGRAMME SUSTAINABILITY IS HIGHLY LIKELY AFTER INTERVENTION

  Frequency Percent Valid Cumulative

Percent Percent

Valid Strongly 20 31% 31% 31%

agree

Agree 21 33% 33% 64%

Neutral 11 17% 17% 81%

Disagree 6 9% 9% 90%

Strongly 6 10% 10% 100%

disagree

Total 63 100% 100%  

Source: Field Research 2021

A total of 31% of the respondents strongly agreed that there is a high likelihood that the project
will keep its sustainability even after the intervention has lapsed. Another 33% agreed and a total
of 17% were neutral on whether the programme sustainability will be achieved going forward. A
remainder of 9% and10% disagreed or strongly disagreed respectively on the notion that the
programme sustainability is guaranteed going forward.

45
In aggregate, 64% were in agreement, while 36% were in disagreed that the sustenance of the
programme can be achieved after the closure of the current intervention. This means that in
general the beneficiaries together with the community are confident that all aspects of
sustainability exists for future benefits of the project.

4.7.2 Knowledge transfer by Jairos Jiri has ensured sustenance of project

TABLE 11: KNOWLEDGE TRANSFER GUARANTEES SUSTAINABILITY

  Frequency Percent Valid Cumulative

Percent Percent

Valid Strongly 18 28% 28% 28%

agree

Agree 23 36% 36% 64%

Neutral 11 17% 17% 81%

Disagree 6 9% 9% 90%

Strongly 6 10% 10% 100%

disagree

Total 63 100% 100%  

Source: Field Research 2021

The knowledge transfer mechanisms put in place by Jairos Jiri in this project are a clear
testimony that the project sustainability is achievable even after the current intervention. 28% of
the respondent’s strongly agreed that sustainability can be achieved by knowledge transfer
mechanisms put in place in the project. Furthermore, 36% agreed, and 17% were neutral. The
remainder of 9% disagreed and 10% strongly disagreed that the knowledge transfer arrangements
in place can ensure project sustainability going into the future. In total 64% were in agreement

46
while 34% were in disagreement , meaning that there has been a general agreement on the
sustainability of the project post current intervention.

4.7.3 Partners have been motivated by project outcomes for further funding
TABLE 12: PARTNERS HAVE BEEN MOTIVATED BY PROJECT OUTCOMES FOR FURTHER FUNDING

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 22 35% 35% 35%

Agree 18 29% 29% 64%

Valid Neutral 8 12% 12% 76%

Disagree 8 13% 13% 89%

Strongly disagree 7 11% 11% 100%

Total 63 100% 100%  

Source: Field analysis 2021

A total of 35% of the respondents have strongly agreed that the existing project partners have
been motivated to pour further funding and increase its scope, because of the outcomes that have
been achieved so far for the project in Chivi District. Another 29% of the respondents agreed
while 12% were neutral that the partners have been motivated and encouraged by the programme
output for this intervention. However 13% disagreed and the remaining 10% strongly disagreed
that the partners are motivated by programme outcomes for encouraging funding and project
expansion.

From the interviews it was noted that, project interventions, in particular, the impact of
workshops and trainings, brought about changes that are expected to continue after the life of the
project. For instance the cascading of knowledge and equipping project beneficiaries with
various skills through training, contributes to project sustainability as some beneficiaries have
managed to open some businesses which they are relying on for an income.
47
 “xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

When participants were asked their perceptions on the possibility of project continuity, most of
them highlighted that the knowledge that they acquired through training will remain forever.
This was highlighted during a discussion with women in Chivi;

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

The impact of the project has spread like veld fire as the trained beneficiaries have been well
capacitated to the extent that they have now taken an initiative of cascading the information they
acquired through trainings to other community members. This initiative that has been taken by
some beneficiaries is tangible evidence that guarantees the continuity of the project, in the
absence of the intervention as Climate change will continue even after the Jairos Jiri support
comes to the end

4.8 Gender issues in the Intervention

4.8.1 Gender issues have been addressed by mainstreaming activities

TABLE 13: GENDER ISSUES HAVE BEEN ADDRESSED BY MAINSTREAMING ACTIVITIES

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 23 37% 37% 37%

Agree 18 29% 29% 66%

Neutral 6 10% 10% 76%

Valid Disagree 8 13% 13% 89%

Strongly disagree 7 11% 11% 100%

Total 63 100% 100%  

48
Source: Field analysis 2021

A total of 37% of the respondents strongly agreed that the gender issues in the project have been
addressed by a robust and effective gender mainstreaming approaches. Another 29% agreed
while 10% were neutral. This brings in the rate of agreement to 65% of the total respondents.
The remaining 24% composed of 13% respondents who disagreed and 11% who strongly
disagreed respectively. Thus the disagreement rate was calculated as 35% and shows that the
generality of the respondents believed that gender mainstreaming has helped in the address to
gender issues at for this project.

4.8.2 Inclusivity and participatory has promoted acceptance of Gender parity

TABLE 14: INCLUSIVITY AND PARTICIPATORY HAS PROMOTED ACCEPTANCE OF GENDER PARITY

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 21 34% 34% 34%

Agree 18 28% 28% 62%

Neutral 7 11% 11% 73%

Valid Disagree 9 15% 15% 88%

Strongly disagree 8 12% 12% 100%

Total 63 100% 100%  

Source: Field analysis 2021

Respondents representing 34% strongly agreed that the projects’ inclusivity and practical
participatory approach has promoted the acceptance of the gender [parity achievement within the
project. 28% just agreed and 11% were neutral. In terms of the total agreement therefore, 62% of

49
the respondents were in agreement that inclusivity and practical participatory has improved
acceptance of gender issues. The disagreements arose from 15% who disagreed and 12% who
strongly disagreed that inclusivity and participatory are not appropriate for gender
mainstreaming.

4.9 Lessons Learnt

4.9.1 Lack of community support threatens sustainability

TABLE 15: LACK OF COMMUNITY SUPPORT THREATENS SUSTAINABILITY

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 23 37% 37% 37%

Agree 18 29% 29% 66%

Valid Neutral 7 11% 11% 77%

Disagree 8 13% 13% 90%

Strongly disagree 6 10% 10% 100%

Total 63 100% 100%  

Source: Field Research 2021

A total of 37% of the respondents strongly agreed that lack of community support threatens
project sustainability in Chivi District. 29% agreed and 11% were neutral that lack of community
support threatens project sustainability. However, 13% disagreed that lack of community support
has a bearing on the project sustainability. 10% strongly disagreed that lack of community
support threatens sustainability of the intervention/project.

50
In total, however, 65% of the respondents were in agreement that were there is lack of
community support, the sustainability of the project is threatened, while 35% disagreed.

4.9.2 Gender transformative processes should inclusive

TABLE 16: GENDER TRANSFORMATIVE PROCESSES SHOULD INCLUSIVE

  Frequency Percent Valid Cumulative

Percent Percent

Strongly agree 24 38% 38% 38%

Agree 16 26% 26% 64%

Neutral 7 11% 11% 75%

Valid Disagree 8 13% 13% 88%

Strongly disagree 8 12% 12% 100%

Total 63 100% 100%  

Source: Field analysis 2021

From the lessons learnt, 38% strongly agreed that gender transformative processes within the
project should be inclusive of the male counterparts as it helps to synchronize knowledge and
thought. 26% were in agreement leading to an agreement rate of 64% of the respondents. 11%
were neutral, while 13% and 11% disagreed and strongly disagreed respectively that the
involvement of male counterparts in gender transformative process is an important aspect within
the project intervention in Chivi District. Thus the disagreement rate accounts for 36% of the
respondents, meaning that in general the respondents are in agreement that men and boys should
also be included in the gender transformative aspects of the projects.

51
4.10 Conclusion on findings
The five categories of efficiency and effectiveness, relevance, gender issues in project
management, sustainability and lesson learnt for the project have been analysed and conclusions
made. The chapter used tables in most cases as a means of creating and bringing out clarity of
facts and figures. The next section provides the conclusions and recommendations for the
evaluators.

52
 SECTION 5
CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction
The aim of this section was to provide a conclusions and recommendations on outcomes
evaluation of the xxxxxxxxxxxxxxxxxx Zimbabwe. The. Themes formulated from evaluation
questions shall guide the conclusions of major findings.

5.2 Conclusions

5.2.1 Main findings 1: efficiency and effectiveness of the

The evaluation found out that the planned activities of the project have been followed in line
with the programme document outline. Furthermore it was found that the activities have helped
in the improvement of the economic, social and environmental standing of the community
wellbeing in the Chivi district, to the extent that they have become self-sufficient in a number of
aspects relating to their livelihoods.

5.2.2 Main Findings 2: Project Relevance

The project has been deemed to be relevant to the community and especially the beneficiaries in
that they have managed to have their infrastructures rehabilitated and reconstructed after the
effects of Cyclones in the district. Even food relief activities have been upped in the district. It
can further be noted that the project has attracted some other funders who have promised to pour
in more funds in the expansion of the coverage and scope of the existing project in more wards
within the district.

53
5.2.3 Main Findings 3: Project sustainability
The knowledge transfer, involvement of the community members in the PMU administration has
enabled the members and beneficiaries to believe that give the closure period of the project, they
can move on and ensure outcomes and other benefits are obtained in the future. The monthly
food support has been helpful as the community awaits the end of the rain season, for harvesting
since there has been above normal rainfalls in the district and there are high expectation for
bumper harvests. Training and capacitation in climate change adaptation and mitigations have
also ensure that the future remains bright for the district in the event of repeat of the cyclones.

5.2.4 Main Findings 4: Gender issues in Project Administration

There has been a high level awareness on gender issues, including gender mainstreaming, gender
awareness and awareness on gender based violence within the district. This has helped in
shaping the mind-set of all in terms of achieving both gender parity and equity within the district
with the project in focus. Trainings have been conducted in gender issues as they affect
communities and members have been given opportunity to proffer practical solutions to an end to
the gender challenges.

5.2.5 Main Findings 5: Lessons learnt from the outcome evaluation.

Community leadership has not shown its support to the intervention and it is important that this
special group of people be encouraged to participate and offer their thoughts on the effectiveness
and efficiency of this noble project that has been brought by Jairos Jiri. Furthermore, it has been
learnt that the gender mainstreaming issues should also address the violence that is perpetrated
on the boy child and men within the community.

5.3 Recommendations
The study makes the following recommendations:

54
5.3.1 Efficiency and effectiveness
There is need for more funding into the critical and outstanding support services within the
project in order to improve sustainability.

5.3.2 Project Relevance.

The project’s existing relevance has to be cascaded to other need areas within the district and
even beyond in order to improve the livelihoods of the rural communities.

5.3.3 Project sustainability

The sustainability of the project should be a priority for each person, including the community
leadership, such that future low hanging fruits could be harvested and benefit the community at
large. If there is need for further financing, the community s encouraged to provide, either
financially or technically.

5.3.4 Gender issues in Project management

There is need to ensure that the young girls and boys be “caught” young in the gender initiatives,
so that they grow up with the respect and understanding or the differencing roles and
responsibility bestowed on each gender type. By so doing helps in building strong and well
integrated communities.

55
References

Bedwood D. (1999). Quantitative Methods: A Business Perspective. Johannesburg: Butterworth

Heinemann

Bronte-Tinkew, J., Horowitz, A., Redd, Z., Moore, K., & Valladares, S. (2007). A Glossary of
research terms for out-of-school time program practitioners (Research-to-Results fact sheet).
Washington, DC: Child Trends.

Burns, N. and Grove, S.K. (2003: 488). The Practice of Nursing Research: Conduct,
Critique and Utilisation. Toronto. WB Saunders.

Canton, L.G. (2007). Emergency Management: Concepts and Strategies for Effective
Programmes. Hoboken, NJ: John Wiley & Sons.

Chen, H.T. (2015). Practical program evaluation: Theory-Driven Evaluation and the Integrated
Evaluation Perspective. Thousand Oaks, CA: Sage.

Chingarande, et al. (2020). Zimbabwe Food Security Desk Research: Masvingo Province.
Washington, DC: Research Technical Assistance Center

Choruma, T. (2007). The forgotten tribe: Persons with disabilities in Zimbabwe. Harare,
Progresso

Cooper D.R. and Schindler (2011) Business Research Methods. New York: McGraw-Hill

56
Coryn C.L.S., Noakes L.A., Westine C.D., & Schröter D.C. (2011) A Systematic Review of
Theory-driven Evaluation Practice from 1990 to 2009; American Journal of Evaluation, 32 (2)
199-226

CENTRAL STATISTICAL OFFICE (2003) National Census Profile. Government of Zimbabwe

Printers, Harare, Zimbabwe.

Dave, M., Demberere, T., & Chiduwa, G. (2010). Understanding Rural Livelihoods in
Zimbabwe An Insight from Chivi PRP LIME: http://www.prpzim.info/resources/Chivi
%20CAFOD%20Annual%20Profile%20Final.docx.pdf

dJ da Costa, M., Lopes, M., Ximenes, A., Adelfredo do Rosario Ferreira, Spyckerelle, L.,
Williams, R., Nesbitt, H. & Erskine, W. (2012) Household food insecurity in Timor-Leste Food
Security Vol. 5(3), p.83–94

Earle (2002). Lost in the Matrix: The log frame and the local picture. Paper for INTRAC's
5th Evaluation Conference: Measurement, Management and Accountability? 31st March –
4th April 2003. The Netherlands

Fetterman, D.M. (2012). Empowerment Evaluation: Learning to think like an evaluator. In M.C.
Alkin (Ed.), Evaluation Roots (2nd  edition) (pp. 304-322).

Food and Agriculture Organization of the United Nations. 2006. “Food Security and Agricultural
Development in sub-Saharan Africa”. Rome, Italy.

Food and Agriculture Organization of the United Nations. 2008. “The State of Food Insecurity in
the World”. Rome, Italy.

Food and Agriculture Organization of the United Nations. 2011. “The State of Food Insecurity in
the World”. Rome, Italy.

57
Heale, R & Forbes, D. (2013). Understanding triangulation in research. Evidence-based nursing.
16. 10.1136

Government of Zimbabwe (2007). Disabled Persons Act. Act of Parliament

Grant A., Treweek S., Dreischulte T., Foy R., & Guthrie B. (2013) Process evaluations for
cluster-randomised trials of complex interventions: a proposed framework for design and
reporting; Trials 14(15) 1-10

Gumbo, D. (2006). “Working Together to Respond to Climate Change” Zimbabwe Country Case
Study on Domestic Policy Frameworks for Adaptation in the Water Sector. Annex I Expert
Group Seminar in Conjunction with the OECD Global Forum on Sustainable Development, (pp.
1-23).

IPC. (2019). Acute food insecurity analysis IPC Global

Platform. Https://www.ipcinfo.org/fileadmin/user_upload/ipcinfo/docs/ipc_zimbabwe_acute
%20food%20insecurity_2019june2019dec.pdf

Kane, M., & Trochim, W. M. K. (2007). Applied social research methods series. Concept
mapping for planning and evaluation.  Sage Publications, Inc.

Kimberlin L.C. and. Winterstein A.G. Validity and Reliability of Measurement Instruments Used
in Research. [Online]. Available:
http://www.ashpfoundation.org/MainMenuCategories/ResearchResourceCenter/
FosteringYoungInvestigators/AJHPResearchFundamentalsSeries/KimberlinArticle.aspx.

Kothari, C.R. (2004), Research Methodology, Methods and Techniques, New Age
International Pvt Limited, New Delhi.

58
Laerd Dissertation. 2013. Snowball Sampling. [Online] Available:
http://dissertation.laerd.com/snowball-sampling.php

Mano, R., & Nhemachena, C. (2007). ‘Assessment of the Economic Impacts of Climate Change
on Agriculture in Zimbabwe: A Ricardian Approach’. From
http://www.ceepa.co.za/docs/cdp11.pdf .

Mazvimavi, K., Twomlow, S., Murendo, C., & Tawedzengwa, M. (2007). Science in
Agricultural Relief and Development Programs: The Case of Conservation Farming in
Zimbabwe. AAAE Conference (pp. 321-325). International Crops Research Institute for the
Semi-Arid Tropics (ICRISAT)

Mercier C, Piat M, Peladeau N & Dagenias C (2000) An Application of Theory-Driven

Evaluation to a Drop-In Youth Center; Evaluation Review; Vol. 24 No. 1, 73-91

Marvin, 2010

Moscatelli, S., Viera, O. & Tansini, L. (2009). Disaster management and operation research in
Uruguay. Montevideo.

Mouton, J. (1996). Understanding Social Research. Van Schaik Publishers. Pretoria.

Mutekwa, T and Kusangaya, S. (2006). Contribution of rainwater harvesting technologies to

rural livelihoods in Zimbabwe: The case of Ngundu ward in Chivi District. Water SA. 32. 437-
444. 10.4314/wsa. v32i3.5270.

Mtetwa, E. (2011). The dilemma of social difference: disability and institutional discrimination
in Zimbabwe. Australian Journal of Human Rights (18) 1, 169-185

National Association for Societies of the Care of the Handicapped (NASCOH) (2013).
Participation of people with disabilities in the electoral process. Harare: NASCOH

59
Ndiweni, N, J. (2015) Food Insecurity Vulnerability in South Western Zimbabwe: A Case of
Rural Households in Matobo District. Journal of Sustainable Development in Africa (Volume 17,
No.2)

Patton, M.Q. (2005) Qualitative Research. Qualitative Research. Sage, Thousand Oaks, CA

Phillips, T.P. & Taylor, D.S. (1990) Optimal Control of Food Insecurity: A Conceptual
Framework American Journal of Agricultural Economics, Vol. 72(5), p. 1304-1310

Phellas C.N, Bloch A.; and Seale A. (2011). Structured Methods: Interviews, Questionnaires and
Observation. Available: http://www.sagepub.com/upm-data/47370_Seale_Chapter_11.pdf

Planned Parenthood. (2006). Evaluator’s Corner Edition: Process Evaluation. Retrieved Oct 11,
2020, from
http://www.plannedparenthood.org/educational-resources/teaching-materials/process-
evaluation.htm.

Renger, R & Hurley, C 2006, ‘From theory to practice: lessons learned in the application of the
ATM approach to developing logic models’, Evaluation and Program Planning, vol. 29, no. 2,
pp. 106–119.

Rogers, P, J., Petrosino, A., Huebner, T. A. and Hacsi, T. A. (2000). Program theory
evaluation: Practice, promise, and problems. New Directions for Evaluation, 87, 5-13

Saunders M.N.K., Lewis P. and Thornhill A. (1997). Research Me Business Students. London:
Pitman Publishing.

Shadish, W. R. Jr., Cook, T. D., & Leviton, L. C. (1991). Foundations of Program Evaluation:
Theories of Practice (pp. 36-67). Newbury Park, CA: Sage.

60
Sharpe G. (2011). ‘A Review of Programme Theory and Theory Based Evaluations.’
American Journal of Contemporary Research. Vol 1 (3), pp 72-75.

Sidani, S., & Sechrest, L (1999). ‘Putting program theory into operation.’ American
Journal of Evaluation, 20(2), 227-23.

Smith, R.A. and Davis, S. F. (2012). The Psychologist as Detectives. An Introduction to

Conducting Research in Psychology (6th edition). London: Pearson.

Schneider Z, Elliott D, LoBiondo-Wood G, Haber J (1999) Nursing Research: Methods, Critical

Appraisal and Utilization. Mosby, Sydney

"United Nations Millennium Development Goals." (2012) Welcome to the United Nations: It's
Your World. Web. 11 Nov 2020. http://www.un.org/millenniumgoals/poverty.shtml .

Whande, W., Kepe, T. & Murphree, M. (2003). Local communities, equity and conservation in
Southern Africa: A synthesis of lessons learnt and recommendations from a southern African
technical workshop. PLAAS, UWC: Cape Town.

WFP (World Food Programme). (2010). Protracted relief and recovery operation—Zimbabwe.
Assistance for food-insecure vulnerable groups. WFP/EB.2/2010/9-C/2. Harare: WFP.

Williamson, G. (2005). Illustrating triangulation in mixed-methods nursing research. Nurse

researcher, 12 4, 7-18.

World Health Organization (WHO) (2011). Global health report 2010. Document.

ZimStart (Zimbabwe National Statistics Agency) Census 2012: Preliminary Report

Zimbabwe Vulnerability Assessment Committee (ZimVAC). (2019). 2019 Rural Livelihoods

Assessment Report

61