A PROCESS EVALUATION REPORT

OF THE

INTERNAL SAVINGS AND LIVELIHOODS SCHEME PROJECT IN

MAKONDE DISTRICT, IMPLEMENTED BY PAMUHACHA AIDS SERVICE
ORGANIZATION, ZIMBABWE

OCTOBER 2018
By: Andrew Chimatira

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ACKNOWLEDGEMENTS

The evaluator is eager to acknowledge the assistance received from various people, friends and
colleagues who made it possible for this evaluation to be put together. Special acknowledgement
goes to the Household Economic Strengthening Team at Pamuhacha AIDS Service Organization for
providing support for this evaluation. The communities and key informants who shared their
experiences also deserve special mention

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ABBREVIATIONS
AGRITEX : Agricultural Extension Services
AIDS : Acquired Immuno Deficiency Syndrome
ASRH : Adolescent Sexual And Reproductive Health
AU : African Union
CCE : Centre Of Excellence For Evaluation
CF : Community Facilitators
DAPP : Development Aid From People To People
FGD : Focus Group Discussions
GBV : Gender Based Violence
HES : Household Economic Strengthening
HIV : Human Immuno Deficiency Virus
HOSPAZ : Hospice And Palliative Care Association Of Zimbabwe
IGP : Income Generating Projects
IRC : International Rescue Committee
ISALs : Internal Savings & Lending Schemes
KII : Key Informant Interviews
M&E : Monitoring & Evaluation
MFIS : Micro Finance Institutions
MOA : Ministry of Agriculture
MOHCC : Ministry of Health & Child Care
MOPSE : Ministry of Primary & Secondary Education
MOWAGSME : Ministry of Women Affairs Gender, Small and Medium Scale Enterprises
OVC : Orphaned and Vulnerable Children
PCG : Primary Caregivers
PDR : Project Document Review
PEPFAR : The U.S. President’s Emergency Plan For AIDS Relief
ROSCAS : Rotating Savings and Credit Associations
SACCOS : Savings and Credit Co-Operatives
SILC : Savings and Internal Lending Communities
SPM : Selection, Planning And Management
TOC : Theory of Change.
ToT : Trainer of Trainers
UFE : Utilization Focused Evaluation

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UNDP : United Nations Development Programme
USAID : United States Agency for International Development
VSLA : Village Savings and Loans Association
ZIMPHIA : Zimbabwe Population-Based HIV Impact Assessment
ZIMVAC : Zimbabwe Vulnerability Assessment Community Rural Livelihoods
Assessment Report

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CONTENTS

ACKNOWLEDGEMENTS ........................................................................................................................... 2
ABBREVIATIONS ...................................................................................................................................... 3
TABLE OF CONTENTS............................................................................................................................... 5
LIST OF TABLES ........................................................................................................................................ 7
EXECUTIVE SUMMARY ............................................................................................................................ 9
SECTION 1: PROJECT DESCRIPTION ....................................................................................................... 10
1.2. Context ....................................................................................................................................... 10
1.2. Organisation Profile ................................................................................................................... 11
1.3. Description of ISALS Project ....................................................................................................... 12
1.3.1. Project Background ............................................................................................................. 12
1.3.2. Project Goal, Objectives and Activities ............................................................................... 12
1.3.3. Project Resources................................................................................................................ 13
1.3.4. Project Results Framework ................................................................................................. 13
1.3.5. Theory of Change (ToC) ...................................................................................................... 15
1.3.6. Logic Model for the ISALs Project ....................................................................................... 18
SECTION 2: LITERATURE REVIEW .......................................................................................................... 20
2.1. The burden of HIV and Poverty............................................................................................. 20
2.2. History of Internal Savings and Lending Program (ISALs) ..................................................... 21
2.3. Key Component Profile ......................................................................................................... 23
2.3.1. Benefits of ISAL Programmes ........................................................................................ 24
2.4. What is Process Evaluation ................................................................................................... 24
2.5. Review of Similar Evaluations ............................................................................................... 24
SECTION 3: EVALUATION DESIGN AND METHODOLOGY ...................................................................... 26
3.1. Purpose of the Evaluation .......................................................................................................... 26
3.2. Evaluation Questions ................................................................................................................. 26
3.3. Scope of Work ............................................................................................................................ 27
3.4. Use of the Evaluation Results .................................................................................................... 28
3.5. Theoretical Framework .............................................................................................................. 28
3.5.1. Utilization Focused Evaluation (UFE). ................................................................................. 28
3.6. Data Collection Methods ........................................................................................................... 29
3.6.1. Literature Review including Project Document Review ..................................................... 30

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 3.6.2 Interviews............................................................................................................................. 31
3.6.2.1 Key Informant Interviews.................................................................................................. 32
3.6.2.2 Focus Group Discussions ................................................................................................... 32
3.7 Data Analysis ............................................................................................................................... 34
3.8 Sampling Techniques .................................................................................................................. 34
3.9 Ethical Considerations............................................................................................................. 35
3.10. Limitations of the Evaluations.............................................................................................. 36
SECTION 4: FINDINGS ............................................................................................................................ 38
4.1. Is the project well conceptualised? ........................................................................................... 39
4.2 Is the project relevant to the needs and priorities of the target beneficiaries? ........................ 43
4.3 Is the project being implemented as planned? .......................................................................... 46
4.4 How are How are target beneficiaries being involved in decision making?......................... 50
4.5 Are the beneficiaries satisfied with the “project package”?................................................... 50
SECTION 5: CONCLUSION AND RECOMMENDATIONS.......................................................................... 53
5.1 Conclusions ................................................................................................................................. 53
5.2 Recommendations ...................................................................................................................... 54
5.3 Dissemination Plan to encourage use ......................................................................................... 54
REFERENCES ............................................................................................. Error! Bookmark not defined.

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LIST OF TABLES
Table 1: Project Results Framework for the HOSPAZ Bantwana OVC’s ISALs Project .......................... 14
Table2: Theory of Change for the HOSPAZ Bantwana OVC’s ISALs Project .......................................... 17
Table 3: Logic Model for the HOSPAZ Bantwana OVC’s ISALs Project .................................................. 19

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LIST OF FIGURES
Figure 1: Beneficiaries share groceries purchased from savings clubs ................................................. 22
Figure 2: Makonde District.................................................................................................................... 35
Figure 3: FGD participants having light refreshment after discussions ................................................ 36
Figure 6: People living with disabilities are also covered by the project .............................................. 44
Figure 10: Group members ready to share groceries at year end ........................................................ 52

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EXECUTIVE SUMMARY
Pamuhacha AIDS Service Organization is implementing the HOSPAZ Bantwana ISALs project in
Makonde and Zvimba Districts of Mashonaland West Province in Zimbabwe. The intervention aims
to lessen the effect of HIV and AIDS on Zimbabwe’s families by augmenting the sustainability of care
and supportive services for OVC by consolidating the capacity of households to cater for children
through the training of community facilitators in HES’s ISALs and SPM. The project is being
implemented in all the 34 wards of Makonde district. The intervention aims to ensure that
households are able to meet basic education, health and food costs by increased ability to access
money to meet important family needs through internal savings and lending schemes. This initiative
will add to increased school performance by boosting attendance and contribute to a reduction in
undernutrition among the OVC. The project was started in 2014 and running up to December 2019.
An evaluation of the HOSPAZ Bantwana (HB) ISALs project was carried out from September 2018 to
December 2018. This process evaluation focussed on one district which is Makonde. The HOSPAZ
Bantwana intervention did not have a separate theory of change (ToC) or logic model before the
assessment. Some clarificatory process evaluation had to be conducted as well. The following were
the evaluation questions: How well conceptualized is the HB ISALs project? How relevant is the
intervention on target population? Is the HB ISALs project being implemented according to plan? Is
the project reaching the correct beneficiaries? Data for the evaluation was collected by way of
literature review, semi-structured interviews with primary care givers and key informants from the
implementing organization stakeholders from relevant government departments. The in-depth
interviews contained key questions that helped to gather information from the selected
respondents. The evaluation was done by way of multi methods qualitative design. The collected
data was manged and analysed using computer aided qualitative data analysis software (ATLAS.ti
version 8). The assessment showed that the ToC that was established preceding to the assessment
was deficient on some characteristics that would prime to continuous anticipated results. The HB
ISALs project was seen to be pertinent to the requirements of the OVC which suffer the double
burden of HIV and poverty. The ISALs came in at the very appropriate time as the country is also
going through a severe economic downturn, thus it was apriority for most of the respondents
The project is being implemented as planned although the current monetary constrains in the
country is seriously eroding the gains of the intervention. The project beneficiaries are being
involved in decision making and consultation and participation was widely reported.
The communities and key stakeholders expressed high levels of satisfaction with the way the ISALS
project was designed and its implementation protocol. Recommendations include considering soft
loans from other development partners to boost statutory levels of registration as cooperatives and
credit unions in order to access more funding and to develop the ISALs.

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SECTION 1: PROJECT DESCRIPTION

1.2. Intervention Context

Zimbabwe has an HIV prevalence of 14.6% translating to approximately 1.2 million people living with
HIV (ZIMPHIA, 2017). The country has made significant progress towards achievement of the Global
HIV targets, the 90-90-90. The recently conducted ZIMPHIA findings indicate that to date 74% of all
persons with HIV who know their status, 87% of them are on treatments while 87% of those on
treatment are virally suppressed. Incidence of HIV infections is estimated at 0.45% among adults
aged 15-64 years translating to about 32000 new infections every year.

The study seeks to understand how Internal Savings and Lending Schemes in Makonde district can
provide safety nets for victims of the HIV/ADIS pandemic in meeting their basic needs and their
children. The evaluation will also examine the scope and coverage of the programmes in so far as
inclusion of the most affected by the pandemic and those disadvantaged in society is concerned
According to the Zimbabwe Vulnerability Assessment Community Rural Livelihoods Assessment
Report, (ZIMVAC: 2017) 11.6% of school going age children were out of school due lack of money for
school fees.
The report also said illness and marriage/pregnancy affects 7% and 3% of all out of school children in
the country. It has been noted that Zimbabwe has begun to acknowledge Internal Savings and
Lending schemes (ISALS), as 13.3% of rural households in Zimbabwe participate in some form of ISAL
scheme. (ZIMVAC: 2017).
Many studies have also shown that poverty leads many communities to lack adequate and secure
livelihoods. The UNDP (2014) reported that it is not only the lack of money that defines poverty but
it is an unpleasant mix of human deficit in information, wellbeing, dignity and involvement and lack
of voice. Those who lack have become vulnerable exposed to dangers of HIV/AIDS, child labour and
other vices like prostitution.
The needy people are deprived of access to credits and investments which can give them an chance
to engross in self-employment and profitable development through numerous revenue generating
activities.
According to Allen (2002) ISALs approach was introduced in Zimbabwe in 1999 by Care International
under the name Kupfuma Ishungu. A non – political and non- sectarian humanitarian organization
dedicated to fight against global poverty which was founded in 1945 to bring emergencies relief to
those who had survived in World War 2 in Europe and East Asia (Brannen 2010). ISALs were a
modification of Rotating Savings and Credit Associations (ROSCAS)

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1.2. Pamuhacha AIDS Service Organisation Profile
Pamuhacha HIV and AIDS service organization is a community based organization that works with
communities in Mashonaland west province in Zimbabwe. It was established and registered in 2003.
Its mission is to help communities to start up initiatives that prevent the further spread of HIV in
their environment. The organization works in 2 districts in Mashonaland West Province and has
established support groups for grownups and children living with HIV/AIDS.
Pamuhacha HIV and AIDS Prevention Project is a sub partner of the Hospice and Palliative Care
Association of Zimbabwe (HOSPAZ Bantwana) OVC project. The HOSPAZ Bantwana (HB) OVC project
is a 5-year intervention project (2015-2020) that seeks to mitigate the impact of HIV and AIDS on
Zimbabwe’s children by enhancing the sustainability of care and support services for OVC. The
HOSPAZ-led project, uses a multi-sectoral and integrated community approach to deliver sustainable
services to OVC aged 0-17 years and their families in Makonde district of Zimbabwe.

The HOSPAZ Bantwana project seeks to help the OVC to access medication and education. The
project has a household Economic Strengthening (HES) element which aims at building the capacity
of communities so that they are able to care for their own OVC. These economic interventions
include Internal Lending and Saving (ISAL) and funding Income Generation Projects to institutions
and groups.

The OVC programme implements the internal savings and lending component as part of the HB
intervention. This intervention strives to strengthen community structures, providers of goods and
services and homes to sustainably care for and create demand for HIV and social protection services
and linkages with local health service providers to ensure comprehensive access to services for OVC
and their families. The project offers a packaged layer of services that include health access and
promotion, comprehensive HIV services and linkages, ASRH, education, psychosocial care and
support, child protection, GBV post care and Prevention Project. Specifically the intervention seeks
to strengthen capacity of households to cater for children with households being able to meet basic
education, health and food costs

Pamuhacha works with the clients in the following areas:-

1. Livelihoods support
2. Advocacy,
3. Community palliative care services,
4. Counselling/bereavement,
5. Education support

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1.3. Description of the HB ISALS Project

1.3.1. Project Context

Pamuhacha has adopted the ISALS intervention in response to their key result area 2 which seeks to
reinforce the capacity of families to cater for children. This work of this project is to identify and
train volunteer Community Facilitators in household economic strengthening, internal savings and
lending schemes and selection planning and management (SPM) of income generating projects.

ISALs have demonstrated to be a dominant economic instrument for reducing poverty, vulnerability
and economic stress to households struggling to make ends meet has being improved through
monthly savings.

Community facilitators cascaded SPM trainings to primary caregivers and this resulted in increased
ability of primary caregivers to plan and manage businesses. Income generating activities were
established after SPM trainings. This unleashed the capacity and potential of rural people to set up
small businesses, develop enterprises and create self-employment. Primary caregivers now have
adequate economic base and they now save and invest money in success through income generating
activities such as petty trade, horticulture, poultry and artisanal mining. This has also enabled
primary caregivers to be able to manage their children’s elementary needs such as school fees,
shelter, health access as well as investing for their future gradually escaping poverty.

ZIMVAC (2017) indicated that casual labour and food crop production are the most common
livelihood sources for rural communities. Interestingly, the country has begun to acknowledge
Internal Savings and Lending schemes (ISALS), 13.3% of rural households in Zimbabwe participate in
some form of ISAL scheme. However cash shortages experienced due to the country’s liquidity
challenges are the main shock that has affected 46.9% of all rural households (ZIMVAC:2017).

Nutrition is one of the key considerations in child development outcomes, with health and
psychological developmental effects. In 2017, 13% of children aged 6-23 months consumed a
Minimum Dietary Diversity (MMD). However, in terms of quality of diet, Mashonaland West had the
lowest Minimum Acceptable Diet (MMD) compared to all provinces (ZIMVAC: 2017). Resultantly,
2.1% of children were affected by global acute malnutrition in the province a decrease from 6.7% in
2016.

1.3.2. HB Project Goal, Objectives and Actions

The following section interrogates the project as portrayed in the HB ISALS project documents. A
review of the project document shows that the ISALS Project’s goal is “to mitigate the impact of HIV

12
and AIDS on Zimbabwe’s children by enhancing the sustainability of care and support services for
OVC by strengthening the capacity of households to cater for children through the training of
community facilitators in HES’s ISALs and SPM” (HOSPAZ Bantwana, 2014). The project is anticipated
to ensure that households are able to meet basic education, health and food costs by increased
ability to access money to meet important family needs through internal savings and lending
schemes (ISALS).

The specific objectives of the programme are captured in project documents as

 To strengthen the capacity of communities and local service providers to support vulnerable
families and children.
 To strengthen the capacity of vulnerable households to care for children.
 To strengthen the capacity of the public sector social service system to support vulnerable
families and children.

To deliver the above results, the ISALS Project focuses on the following activities

 Training Community Facilitators in household economic strengthening (HES)Selection,

Planning and Management (SPM) of Income Generating Projects (IGPs)
 Training of Primary Caregivers by Community Facilitators in HES’s ISALs and SPM
 Launching ISALS
 Monitoring actual savings and IGPs
 Facilitate Group Formations

1.3.3. Project Resources

The evaluator was unable to access the project budget as it was part of a wider financial system
covered by other obligatory partner confidentiality engagements.

1.3.4. HB ISALS Intervention Results Framework

The HB project had a venture results framework which is portrayed in the Table 1 below. The
outcomes frame highlights the results that the mission intends to attain. The project did not have a
ToC.

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Key Result Area 2: Capacity of Households to Cater for Children Strengthened

Table 1: Project Results Framework for the HOSPAZ BantwanaOVC’s ISALs Project
Goal
To mitigate the impact of HIV and AIDS on Zimbabwe’s children by enhancing the sustainability of
care and support services for OVC.
Outcomes
1. Increased ability to access money to meet important family needs
2. Increased ability among caregivers and children to access basic support
Interventions
1. Internal Savings and Lending schemes,
2. Income generation activities (business management; value addition; processing; packaging;
market linkages)
Activities
1. Train community facilitators in ISALs/HES/ SPM
2. Train primary caregivers in ISALs/HES/ SPM
3. Launch ISALS
4. Monitor actual savings and IGPs
5. Facilitate Group Formations
Outputs
1. 120 new Community Facilitators (CFs) in Makonde district trained on HES options, ISALS and
SPM
2. 5 558 Primary care givers Trained in ISALS.
3. 5 558 primary caregivers trained on SPM of Income Generating Projects
4. 86 Community facilitator received ToT on financial literacy and Farming as a business
5. 1196 primary caregivers received Financial literacy and Farming as a business training
6. 120 Community facilitators trained on participatory market system development
The evaluator reviewed the results framework as part of preparation for evaluation and noted the
following

• The activities were properly framed and specific

 The idea of the intervention is very clear. However the presentation of the logic in documents
seemed a bit mixed up. The upright reasoning is important in a results frame in that it delivers
the causal link amongst the results as one move from outputs to outcomes; while the horizontal
reasoning recognizes how the outcome is measured and the means of verification (Kusek & Rist,
2004).

14
 The evaluation revealed that the project was modified In the early stages to included men and
more people other than those suffering from HIV/AIDS. Exclusive selection of PLWHA was shown
to have attendant problems of stigma and discrimination. Thu the ToC was modified to widen
the bracket of cover. The evaluation also showed that in the absence of a properly documented
ToC, it would be difficult to link interventions to cause and effect issues of development practice

1.3.5. The HB ILSAS Project Theory of Change (ToC)

ToC is a preparation process created exactly for public transformation efforts. It is not a general
philosophy of how transformation happens; rather, the theory is specific to your effort. ToC is useful
for setting goals, strategic planning, and program evaluation(Montague-Clouse, 2011). The ToC
shows how and why an intervention causes a desired change (Weiss, 1997). The ToC is drafted to
display how the intervention yields outcomes to move from an adverse state to a more desirable
effect. In this case, it shows how internal savings and lending schemes results in households being
able to meet basic education, health and food costs by increased ability to access money to meet
important family needs.

The theory of change for the HB ISALS intervention was developed in consultation with the project
stakeholders. Drafts were established after a detailed assessment of the venture papers and
deliberations with HB project staff. Detailed refinements were carried out in consultation
engagements. The idea was to come up with ToC which speak to the intervention and all desired
results. A review was done for all accounted and unaccounted actions. .

On developing the ToC the major points put forward interrogated the problem which the
intervention seeks to address. The interrogation also discussed the possible causes and effects of the
identified problem. The problem analysis was then followed by coming up with the intervention
objects. This information was found mostly in the HB ISALS project documents. These were generally
in line with the project documents and what was happening on the ground.

The goal of the project which is “to mitigate the impact of HIV and AIDS on Zimbabwe’s children by
enhancing the sustainability of care and support services for OVC.” was interrogated through
iterative consultation. It was noted during the discussions that integrating Micro financing and
economic empowerment into OVC care was a strategy for mitigating the effects of the HIV/AIDS
epidemic, particularly for women and children. Through consultation, the goal of the project was
adjusted add women after OVC.

15
Theory of Change for the ISALS Project

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Table2: Theory of Change for the HOSPAZ Bantwana OVC’s ISALs Project

PROBLEM ROOT CAUSE INPUTS ACTIVITIES OUTPUTS S.T.O Mid/L.T.O GOAL

Low HH children lack children FINANCIAL Increase in OVC accessing Improved child
Income enough and falling sick Train CF in ISALS 120n CF CF trained services through nutrition status and
quality diet & SPM trained in in income from school attendance
ISALS & ISALS&SPM ISALS
HUMAN SPM

Poor child children lack children Increase in Improved

nutritional resources for failing to Train PCG in 6135 PCG HH trained household food
status learning attend TECHNICAL ISALS & in ISALS & in intake
school SPM SPM ISALS&SPM

low school Improved

attendance LOGISTICAL Launch HH income
ISALS

Facilitate group
RESOURCES formations

Monitor actual
savings and IGPs

Assumptions

1. The income generated from ISALS will be used for their purpose
2. The political and economic situation does not affect programme implementation
NB:
CF: Care Facilitators
ISALS: Internal Savings and Lending Schemes
PCG: Primary Care Givers
OVC: Orphaned and Vulnerable Children
SPM:Selection, Planning and Management of ISALS

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1.3.6. Logic Model (LM) for the HB ISALs Project
The LM shows a depiction of how an intervention is envisioned to operate. It clarifies how the
nominated plan is a good answer to the problem identified. Effective LMs make an explicit, often
visual, statement of the activities that will bring about change and the results you expect to see for
the community and its people. An LM also keeps partakers in the loop and keeping a shared vision
by providing a collective language and point of reference.

More than an observer's tool, LMs become part of the work itself. They energize and rally support
for an initiative by declaring precisely what you're trying to accomplish and how.

The HB OVC’s project goal is to mitigate the impact of HIV and AIDS on Zimbabwe’s children by
enhancing the sustainability of care and support services for OVC by strengthening the capacity of
households to cater for children through establishment of Internal Savings and Lending Schemes

The project objectives and activities

• Objective 1: To increase access to ISALS by training community facilitators of OVC in 34 wards in

Makonde district
 Objective 2: To increase access to ISALS for primary care givers of OVC in 34 wards in Makonde
district
 Objective 3 :To improve house hold income through income by participation in income
generating projects from Internal Savings and Lending Schemes

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Table 3: Logic Model for the HOSPAZ Bantwana OVC’s ISALs Project
Objective 1: To increase access to ISALS by training Community Facilitators (CF) of OVC in 34 wards in Makonde district
Target Group Activities Outputs Outcomes Indicators Sources of Evidence
CF of OVC in 34 wards training in ISALS&SPM CF Trainings conducted Increase in CFs trained Number of CFs trained Training registers
in Makonde districts in ISALS&SPM in ISAL, SPM HES Coordinator
reports
Objective 2: To increase access to ISALS for primary care givers of OVC in 34 wards in Makonde district
Primary Care training in ISALS&SPM PCGs Trainings Increase in PCGs Number of PCGs Training registers
givers(PCG) in 34 conducted trained in ISALS&SPM Facilitators trained in HES Coordinator
wards in Makonde ISAL, SPM reports
district
PCGs givers in 34 PCGs in 34 wards in ISALS initiated and Increase in caregivers Number of PCGs HES Coordinator
wards in Makonde Makonde district running running ISALs running effective ISALs reports
districts initiating ISALS
Objective 3 :To improve house hold income through income by participation in income generating projects from Internal Savings and Lending
Schemes
PCGs in 34 wards in PCGs in 34 wards in Income generating Increase in caregivers Number of PCGs who HES Coordinator
Makonde districts Makonde district projects initiated and in on-going ISALs adopt IGPs reports
initiating Income running initiating income
generating activities generating projects
(IGPs)

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SECTION 2: LITERATURE REVIEW

2.1. The burden of HIV and Poverty

Zimbabwe has an HIV prevalence of 14.6% translating to approximately 1.2 million people living with
HIV (ZIMPHIA, 2017). The country has made significant progress towards achievement of the Global
HIV targets, the 90-90-90. The recently conducted ZIMPHIA findings indicate that to date 74% of all
persons living with HIV/AIDS who know their state, 87% of them are on treatments while 87% of
those on treatment are virally suppressed. Incidence of HIV infections is estimated at 0.45% among
adults aged 15-64 years translating to about 32000 new infections every year

Mufune (2013) contended to the expanding acknowledgment that Poverty in Africa is a basic factor
in the transmission of HIV/AIDS. This has led to some scholars to portray HIV/AIDS as one of the
ailments of destitution, the diseases that essentially affect poor people. The countries worst hit by
the pandemic have also shown very poor development indicators. Mufune (2013) further cautioned
though, that this does not necessarily mean poverty leads to HIV infection

According to the Mashonaland West Province Report: Zimbabwe Population by the Zimbabwe
National Statistics Agency (2012), Makonde district is one of the 13 districts in the province of
Mashonaland west with a population of 153540 with 50.5% of this number representing males and
49.5% representing females

According to the Zimbabwe Vulnerability Assessment Community Rural Livelihoods Assessment

Report, (ZIMVAC: 2017) 11.6% of school going age children were out of school due lack of money for
school fees.

The report also said illness and marriage/pregnancy affects 7% and 3% of all out of school children
in the country. It has been noted that Zimbabwe has begun to acknowledge Internal Savings and
Lending schemes (ISALS), as 13.3% of rural households in Zimbabwe participate in some form of ISAL
scheme. (ZIMVAC: 2017).

Many studies have also shown that poverty leads many communities to lack adequate and secure
livelihoods. The UNDP (2014) reported that it is not only the lack of money that defines poverty but
it is a cruel mix of human deprivation in knowledge, health, dignity and participation and lack of
voice. Those who lack have become vulnerable exposed to dangers of HIV/AIDS, child labour and
other vices like prostitution.

20
The poor lack access to loans and savings which can give them an opportunity to engage in self-
employment and economic development through various income and generating activities.

2.2. History of Internal Savings and Lending Program (ISALs)

According to Entz M, Karsgaard J, Salomons, M (2016), Community-based savings clubs were
observed in Western African countries (Ghana and Nigeria) as well as in Asian countries (China and
India) as early as the late 19th century. In 1962, the anthropologist Shelley Ardener described them
as " …an association formed on the basis of a core of participants who agree to make regular
contributions to a fund that is given to each contributor in whole or in part…”.

These kinds of savings groups are referred to as Rotating Savings and Credit Associations (ROSCAs)
or by regional names such as Merry-Go-Round, Partners, Susus or Tontines. In all of these groups,
members have access to the group "pot" for a set period of time until each member has had their
turn. Entz .et .al (2016),

Savings Groups are an adaptation of these more traditional savings circle groups and were
popularized by CARE Niger in the 1990’s with their Accumulating Savings and Credit Associations
(ASCAs). The millions of individuals involved in these Savings Groups follow a standard model in
which participants meet regularly, contribute a standardized amount at each meeting, and the
accumulated sum can be loaned out to members at an agreed upon rate of interest.

Allen (2002) said that the ISALs approach was introduced in Zimbabwe in 1999 by Care International
under the name Kupfuma Ishungu. A non – political and non- sectarian humanitarian organization
dedicated to fight against global poverty which was founded in 1945 to bring emergencies relief to
those who had survived in World War 2 in Europe and East Asia (Brannen 2010). ISALs were a
modification of Rotating Savings and Credit Associations (ROSCAS)

The Savings Clubs are a self-funding micro-finance model. Basically, Savings Clubs consist of 10 to 15
members, but can also involve more members, who agree to meet once every month to save small
amounts of money. Once the members have saved enough, they start lending to themselves.

21
Figure 1: Beneficiaries share groceries purchased from savings clubs

According to Development Aid from People to People (DAPP Zimbabwe) 2016, The Savings Clubs
have a multiple effect on the lives of the families especially on improving women’s economic
empowerment and increasing household income and economic activities

22
2.3. Key Component Profile
According to the IRC (2012), the main purpose of Village Savings and Loans Associations VSLA/ISALs
is to provide simple savings and loan facilities, in a community that does not have access to formal
financial services. Loans can also provide a form of self-insurance to members, supplemented by a
social fund which provides small but important grants to members in distress.

Basic Principles of VSLA/ISALs as outlined by the IRC (2012) are:

1. Principle 1: Associations are independent and self-directed

2. Principle 2: VSLAs are made up of 15 to 25 self-selected members. This makes the group
large enough to create a useful pool of capital and small enough to keep meetings
manageable.
3. Principle 3: Affiliation is open to women and men (depending on programme set-up). In
mixed VSLA groups, at least three of the five elected committee members are female.
Affiliates who hold public office are not eligible for committee positions.
4. Principle 4: Affiliates save money through the purchase of one to five shares. The value of a
share is set by the group at a level that allows the poorest members to buy at least one
share at every meeting.
5. Principle 5: Savings are invested in a loan fund from which members can borrow, repaying
with an added service charge. The group decides the percentage rate of the service charge,
which can range from 5 percent to 20 percent.
6. Principle 6: Groups create a social fund through an additional contribution of equal size. The
social fund, kept separate from the loan fund, provides small grants for emergency
assistance such as funeral expenses.
7. Principle 7: Associations meet weekly during the first cycle. The frequency can change to
every two or four weeks in later cycles, if members so desire.
8. Principle 8: All transactions are carried out at meetings in front of all the members of the
association to ensure transparency and accountability. To guarantee that transactions do
not take place outside the regular meetings, and prevent unauthorised cash movement and
record tampering, the group uses a lockable cash box.
9. Principle 9: All members have a passbook to track individual savings and loan information.
Groups that have literate members have a central register for aggregated group level
information.
10. Principle 10: The VSLA cycle is time-bound. At the end of an agreed period (usually between
9 and 12 months), the accumulated savings and service-charge earnings are shared out
proportionally to the amount that each member has saved throughout the cycle. After the

23
 share-out, members who do not want to stay in the group may leave and new members may
be invited to join. When a new cycle begins, members can agree to change the value of the
standard share.

The standards above has been modified by other development players but the idea and scope
remains the same

2.3.1. Benefits of ISAL Programmes

According to DAPP Zimbabwe (2016), internal Savings Clubs have a multiple effect on the
lives of the families through:
•Improved women’s economic empowerment
•Increased household income and economic activities
•Increased household expenditure on essential social services
•Increased household access to cash assets and disposable income
•Increased access to business capital for rural micro-enterprise activities
 Improved household resilience to external shock such as food insecurity

2.4. What is Process Evaluation

According to Allen, T. & Bronte-Tinkew, J. (2008), a process evaluation studies the extent to which a
programme is functioning as envisioned by assessing on-going programme processes and
determining whether the target populace is being served.

Allen et al (2008) went on further to say that such an assessment helps programme staff detect
needed interventions and change programme components to improve service delivery. ,(Allen et al
2008)

A process evaluation typically collects data, such as details of programme operation; Intensity and
quality of services provided; Context and community during which a programme is delivered;
Demographic characteristics of programme participants; cooperative and collaborative
partnerships; staffing and coaching. A process evaluation is distinct from outcomes evaluation in
that it interrogates whether or not programmes and activities square measure operational as
planned. Outcome evaluations, in contrast, investigate whether or not programs and activities have
an effect on outcomes for programme and activity participation.

2.5. Examination of Similar Evaluations

This assignment also reviewed similar evaluations and their methodologies as a way of establishing
suitable approaches for the current assessment. The examination provided an occasion to mirror on

24
the current assessment, identify prospects and likely encounters and ethical considerations based on
other evaluators work.

A qualitative analysis of savings and internal lending communities in Haiti – do they make a
difference? By Lisa Parker, Kednel Francois, Olbeg Desinor, Toni Cela & Karen G. Fleischman Foreit
(2017). This study was a qualitative retrospective examination of savings group members’ needs and
the impact of their participation in the programme from the perspectives of Savings and Internal
Lending Communities (SILC) group members themselves and project implementers. The
retrospective nature of this study also provided the opportunity to assess SILC sustainability. The
study had three specific research questions: (1) did respondents feel that the SILC group activities
met members’ needs? (2) Did respondents feel that participation in SILC groups had an impact on
individual, child and household well-being? and (3) Did SILC groups continue after donor support
ended, and why or why not? The study utilised multi methods which included FGDs, In-depth
interviews and document reviews. The evaluation also utilized a purposive sample to capture the
greatest range of experiences.

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SECTION THREE: THE HB ISALS PROJECT EVALUATION DESIGN AND
METHODOLOGY

3.1. Purpose of the Evaluation

Pamuhacha AIDS Service The organization welcomed the evaluation and looked forward to the
exercise as an opportunity for learning and improving programming. They envisaged that the
evaluation would be able to show them how the specific programme was running. The appraisal was
also meant to aid the organization develop their performance. This also made the assessment
formative. The evaluation was to focus on implementation processes, making it a process
evaluation.

Since the HB ISALS project did not have a ToC prior to this assessment, the evaluator suggested that
the newly developed ToC and logic model be further interrogated to ensure that the project as
envisioned was fit for purpose. This made the evaluation clarificatory as well as a process evaluation.

3.2. HB Project Evaluation Questions

Evaluation questions were derived from the discussions held with the Household economic
strengthening programme manager. The exercise was meant to generate sufficient information to
achieve the purposes of the evaluation. The first step sought to establish if the specific intervention
was achieving its goal of mitigating the impact of HIV and AIDS on Zimbabwe’s children by enhancing
the sustainability of care and support services for OVC. To understand this there was need to get an
appreciation of how the intervention was designed and how it would be implemented. The ISALs
project is but one of the several interventions being carried out by the organization thus needed to
have a specific ToC and log frame designed for the purpose of this evaluation

Consultations with the HES project manager showed that she wanted to know if the intervention
was being executed as premeditated, if they were reaching the precise people with the work, if the
mission sufficiently speaks to the beneficiaries needs and if they were on course to attain their aims.
Assessment questions were agreed with the project staff based on the assessment scope

Purpose 1: To understand how the project is progressing and improving performance

1. Is the intervention being executed as intended?

Projects need to be designed and implemented properly. The process evaluation sought to verify
design metrics as well as implementation fidelity. Rossi, et al., (2004) said that good implementation
process ensures Political sustenance and endorsement , Leadership and management commitment

26
and capacity, A visible leader or “champion”, Reform ownership –at all levels , Staff capacity and
time, Communication, Stakeholder engagement, Governance framework, Resources available,
Political support and approval, Leadership and management commitment and capacity, A visible
leader or “champion” , Reform ownership –at all levels, Staff capacity and time , Communication,
Stakeholder engagement, Governance framework, Resource availability , Targeted and coordinated
Technical assistance.

The procedures appraisal therefore proposed to confirm if the mission was bringing that which it set
out to deliver to the target beneficiaries. Rossi, et al., (2004) reference two aspects of process
assessment which are service utilisation – the extent to which targeted population receives intended
services; programme organisation – how does the program plan compare to what is happening on
the ground.

Other queries to be inquired in assessing the procedures according to Rossi, et al., (2004) include

• Is the project reaching the right beneficiaries?

• Is it relevant to the needs and priorities of the target beneficiaries?

• How are target beneficiaries (PCGs) being involved in decision making?

• Are the target beneficiaries (PCGs) satisfied with the “project package”?

Purpose 2: Elucidate the intents of the mission

• Is the project well conceptualised?

Hughes, (1996) cautioned that schemes tended to change or shift during implementation and
evaluators needed to interrogate the project scope at the start, the understanding of stakeholders
and what is happening on the ground. This question requires a review of the theory of change and
logical framework to determine if the project goals and objectives are in sync with the defined
activities and outputs.

3.3. Scope of Work

The appraisal was looking at the whole ToC as developed during the inception period of the
appraisal. However, in terms of geographic scope only 1 district was considered for the assessment
The project staff opted for Makonde district since they hoped that most of the learning for mission
development could occur.

27
3.4. Utilization of the Assessment Results
The usage of the outcomes was well-defined in line with the resolution of the appraisal. Thus, the
main usage for the results was to improve mission execution

3.5. Theoretical Framework

The theory based and utilization focussed evaluation was adopted for this assessment.

According to the Centre of Excellence for Evaluation CCE (2012), Philosophy-based approaches, more
than many different contrast approaches, pay express attention to the context of the intervention. It
is recounted that contextual factors can help an intervention gain its objectives or act towards the
intervention working. CCE (2012) similarly said that theory-based techniques to contrast try to
apprehend an intervention’s contribution to determined effects via a mechanistic or technique
interpretation of causation, rather than identifying causation via contrast to a counterfactual. In
theory-based approaches, the unique steps in a causal chain, the precise causal mechanisms, are
tested. If these can be validated by using empirical evidence, then there is a basis for making a
causal inference. At the identical time, theory-based methods are seeking to discover and
investigate any great influencing elements (i.e., contextual factors) that may additionally play a
position in the causal chain and for that reason have an effect on the contribution claim.

Chen (1994) said the reason of theory-driven comparison is no longer only to determine whether an
intervention works or does no longer work, however also how and why it does so. The information is
vital for stakeholders to enhance their current or future programmes.

3.5.1. Utilization Focused Evaluation (UFE).

Patton (2013) postulated that UFE begins with the premise that evaluations be judged through their
utility and genuine use; therefore, evaluators need to facilitate the evaluation technique and plan
any comparison with cautious consideration of how everything that is done, from opening to end,
will affect use. Use concerns how real human beings in the real world apply assessment findings and
experience and learn from the evaluation process. The assessment targets to supply outcomes which
will be useful to partners. This thus involved that the stakeholders be concerned in distinguishing the
explanations why they required the evaluation to be done, what queries they required answered
and for what purpose the results would be. Deciding, in consultation with those that have the
benefit of the analysis, is a crucial a part of the UFE method (Patton, 2008). As necessary is that the
incontrovertible fact that meant users square measure a lot of seemingly utilize associate degree
analysis during which they need possession. Thus, the project staff guided the evaluation and also
the knowledge assortment strategies were supporting knowledge required to retort to the key

28
analysis queries. The evaluation ensured that the strategies yielded findings that responded to the
intended uses. Additionally, the UFE approach needs drawing deductions on the assessment
conclusions and ordering of commendations involve the project workers. The staffs are assumed to
be concerned within the drawing from a distribution processes.

3.6. Data Collection Methods

Qualitative data collection methods were selected for this evaluation. The decision to utilise this
method was informed by the kind of information that needed to be collected to respond to the
appraisal questions as well as the limited resources at the evaluator’s disposal.

Be that as it might be, it is widely recognized that the use of qualitative research methods fulfils an
important role in rigorous evaluation of programmes. Among other contributions, qualitative
methods help to illuminate “why” and “how” a programme worked or not, understand programme
context, identify unanticipated consequences, and complement quantitative data. The information
gathering methods and how they relate to the assessment questions are presented in the table
below as discussed with project staff.

Table 3 Evaluation Questions and Suggested Data Collection Methods

Evaluation Questions Sources Of Data Suggested Data Collection Methods

Is the project well conceptualized  Theory of change  Project Document review
 Logic model (PDR)
 Project Staff  Key informant interviews (KII)
Is it pertinent to the needs and  Beneficiaries-PCG  FGDs
priorities of the target  School authorities  KII
beneficiaries
Is the project reaching the right  Project Staff  KII
beneficiaries?  Beneficiaries  FGDs
 Project Documents  PDR
Is the program being  Project Staff  PDR
implemented according to plan  Beneficiaries  KII FGD
 School Authorities  Observations
Are the target beneficiaries  Project Staff • KII
satisfied with the “project  Beneficiaries • FGDs
package”?  School Authorities • PDR

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How are target beneficiaries  Project Staff  KII
being involved in decision  Beneficiaries • FGDs
making? • PDR
The table above shows that multiple data collection methods were required to respond to each of
the evaluation questions posed. This process also ensures that there is triangulation of data which is
useful in validating the evidence obtained in evaluations.

According to the https://www.betterevaluation.org/en/evaluation-options/triangulation,

triangulation enables validation of records through cross verification from extra than two sources. It
checks the consistency of findings acquired thru distinct contraptions and increases the chance to
control, or at least assess, some of the threats or multiple motives influencing our results.
Triangulation is no longer simply about validation however about deepening and widening one’s
understanding. It can be used to produce innovation in conceptual framing. It can lead to multi-
perspective meta-interpretations.[Triangulation is an] attempt to map out, or give an explanation for
greater fully, the richness and complexity of human behaviour by means of reading it from more
than one standpoint.

The section below discusses the several information gathering approaches used in this assessment
and the reasons for embracing them is this evaluation..

3.6.1. Review of Project Documents

The evaluator was given access to a number of project documents. These documents were reviewed
and analysed as well as similar interventions being done by other non-governmental as well as the
responsible government departments.

These documents helped to bring understanding of the project; reasons for its establishment, and a
review of any challenges that were met as the programmes was designed and implemented. The
documents also helped the evaluator to understand the roles of stakeholders especially the
government and other key funding agencies operating within the development space.

Reviewing other organizations ding similar work helped the evaluator to appreciate the
circumstances in which the organization under review was operating under.

On reading similar evaluations the evaluator was engaging in triangulation and refining of my
methodology. The process also provided a comparative platform in terms of project design and

30
implementation. This particularly helped in the developing the ToC through indulgent appreciation
of the outcomes the project was aiming for.

The project information which was provided and analysed included:

• Comprehensive project protocol

• Annual Project s reports • Monitoring Reports

The review of documents was complimented by consultations with project staff to better
understand the project.

3.6.2 Interviews
Interviews had been additionally used for accumulating records in this evaluation. Interviewing is a
indispensable methodology for each quantitative and qualitative social lookup and evaluation.
Interviews are conversations between an investigator (interviewer) and a respondent
(‘interviewees’, ‘informants’ or ‘sources’) in which questions are requested in order to gain
information. Interviews are looking for to accumulate data and narrative records in order to higher
apprehend the respondent’s unique perspectives, opinions, and world-views.
(https://www.betterevaluation.org/en/search/site/interviews%20in%20evaluation)

Data is gathered through discussions in a systematic manner to capture the respondent’s opinion
and experience on the subject under discussion (Kvale, 1996). There are three types of research
interviews: structured, semi-structured and unstructured. Semi –Structured interviews were used in
this evaluation.

A semi-structured interview has a direct elicitation from the participants which allows flexibility
within the discussion (Remler & Van Ryzin, 2011). In the same line of thought Merriam (2009)
exposes semi-structured interviews as guided interviews that are not fully structured; they belong to
both structured and unstructured interviews.

The method was chosen in this study as the most appropriate method to achieve the evaluation
objectives. Check and Schutt (2012) note that interview data is elicited directly from the ‘horse’s
mouth’ (first-hand data), so it is “real” and is neither biased or incorrect; depicting exactly what the
participant really wants to say.

Patton (2000) assets that semi-structured interviews consist of several key questions that help to
define the areas to be explored, but also allows the interviewer or interviewee to diverge to pursue
an idea or response in more detail. Semi-structured interviews are based on the use of an interview

31
guide. This is a written list of questions or topics that need to be covered during the interview. The
interviewer follows the guide, but can follow topical trajectories in the conversation that may stray
from the guide when he or she feels this is appropriate (Kvale, 1996). The evaluation conducted Key
Informant Interviews and Focus Group Discussions which collect data through semi structured
interview guides.

3.6.2.1 Key Informant Interviews

Boyce C and Neale P,(2006) described In-depth interviewing as a qualitative research technique that
involves conducting intensive individual interviews with a small number of respondents to explore
their perspectives on a particular idea, programme, or situation. This might for example, entail
asking participants, staff, and others associated with a programme about their experiences and
expectations related to the programme, the thoughts they have concerning program operations,
processes, and outcomes, and about any changes they perceive in themselves as a result of their
involvement in the program.

Also according to Boyce C et, al. (2006), in-depth interviews are useful when you want detailed
information about a person’s thoughts and behaviours or want to explore new issues in depth.
Interviews are often used to provide context to other data (such as outcome data), offering a more
complete picture of what happened in the program and why. For example, you may have measured
an increase in youth visits to a clinic, and through in-depth interviews you find out that a youth
noted that she went to the clinic because she saw a new sign outside of the clinic advertising youth
hours. You might also interview a clinic staff member to find out their perspective on the clinic’s
“youth friendliness.” In-depth interviews should be used in place of focus groups if the potential
participants may not be included or comfortable talking openly in a group, or when you want to
distinguish individual (as opposed to group) opinions about the program. They are often used to
refine questions for future surveys of a particular group.

The evaluation collected some of the relevant information from key people who were involved in
project implementation (project staff) to understand how project services were being delivered.
Face-to-face interviews were done with the HES Project Manager, the HES monitoring and
Evaluation Officer, community facilitator and representatives of government departments working
with Pamuhacha. The information collected focused on project progress, challenges being
encountered, and perceptions on the performance of the program and recommendations on how
implementation could be improved. A key informant interview guide was used (Appendix 1).

3.6.2.2 Focus Group Discussions

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Sutter E. A (2000) chronicled the historical antecedent of today's focus group is a method first used
by Lazarsfeld in the 1940's. Lazarsfeld's work included group discussions of participants' positive and
negative emotional reactions to radio programs. Lazarsfeld's colleague, Merton, went on to use this
method to explore radio audiences' reception to persuasive messages encouraging war bond
pledges. Merton later employed this technique to investigate the impact of training films on World
War II soldiers. Merton, Fiske, and Kendall (1956) labelled this method the "focussed interview" and
laid out its nature, uses, criteria, and procedures.

Field visits to the different wards were conducted for purposes of conducting FGDs with primary
care givers. The FGDs collected data through a semi-structured group interview process and they
were moderated by the evaluator. The groups were of community members involved in ISALS and
generally residing in the selected wards. Group composition ranged from 6-10 participants. The
FGDs were disaggregated by gender and age (18 and above). The genders were separated as poverty
and HIV issues have been noted to affect men and women differently. The FGDs were designed to
gather together people from similar backgrounds or experiences to discuss a specific topic of
interest (Krueger, 2002). The participants provided information on their perception of the project
processes, quality of service delivery, their participation in the project and recommendations. A
focus group discussion interview guide was used (Appendix 2).

3.6.2.3 Strengths and Weaknesses of Semi Structured Interviews

The primary advantage of in-depth interviews is that they provide much more detailed information
than what is available through other data collection methods, such as surveys. They also may
provide a more relaxed atmosphere in which to collect information people may feel more
comfortable having a conversation with you about their programme as opposed to filling out a
survey. Boyce C et, al. (2006),

Semi-structured interview guides helped the evaluator to focus accordingly yet allowing you to
explore within the time limits hence where selected for use in this evaluation.

On noted limitations of Semi Structured Interviews however, there are a few limitations and pitfalls,
such being prone to bias as programme or clinic staff might want to “prove” that a programme is
working. In-depth interviews can also be time-intensive as it takes time to conduct interviews,
transcribe them.

When Semi Structured Interviews are conducted, generalizations about the results are usually not
able to be made because small samples are chosen and random sampling methods are not used. In-

33
depth interviews however, provide valuable information for programmes, particularly when
supplementing other methods of data collection, Boyce C et, al. (2006),

3.7 Data Analysis

The evaluation data collected was analysed using qualitative data analysis software called ATLAS.ti
version 8. The software is a digital tool that aids qualitative data analysis techniques by helping to
review, sort, sifting organizes quantification and visualisation of data before analysis. The first step
was to export the evaluation transcripts of FGDs and KII and pictures to ATLAS.ti. After data was
exported into ATLAS.ti v8, the next step was text familiarisation, coding, revision, themes and
further revision.

3.8 Sampling Techniques

The sampling procedures ensured that a representative sample of the different stakeholders and
beneficiary groups were interviewed. Developing the sampling frame was consultative exercise
involving the HES programme manager, the assistant economic strengthening officer and the M&E
department

Purposeful sampling is widely used in qualitative research for the identification and selection of
information-rich cases related to the phenomenon of interest. Although there are several different
purposeful sampling strategies, criterion sampling appears to be used most commonly in
implementation research. However, combining sampling strategies may be more appropriate to the
aims of implementation research and more consistent with recent developments in quantitative
methods. There are principles and practice of purposeful sampling in implementation research,

Patton, (2001) indicated that sampling strategies for qualitative methods in implementation studies
are less explicit and often less evident. He went on to say that the samples for qualitative inquiry are
generally assumed to be selected purposefully to yield cases that are “information rich” purposive
sample selection was used to select the field sites for the FGDs and community key informant
interviews. The selection of the wards for inclusion in the evaluation was guided by the project
management who wanted a fair spread of the district in terms of habitation settings and site
performance. The district has several distinctive features which were considered during sample
selection. There are urban and peri-urban wards in the district. The former mining towns as well as
newly acquired farmland under the land reform programme. There are other areas which have
remained former farming area with no proper planning envisaged. All these factors were considered
when the sampling was done since the organization covers the whole district.

34
Resources availability and time constraints were also considered in coming out with the sample. The
political situation which was playing out in the country especially after the disputed July 31 2018
general elections in Zimbabwe was considered.

10 wards were selected out of 34 wards in Makonde district. This constitutes almost 30 % of the
target wards in the district. The selection of key informants was guided by the project staff as per
table below.

Table 4 below presents the administration levels of the respective data collection tools.

Project Type Planned Number Reached % Achievement

Target
Key Informant Interviews
Project Staff 7 6 86%
District Staff 5 5 100%
School Heads 3 3 100%
Focus Group Discussions
Female PCG 6 6 100%
Male PCG 4 3 75%
Table 4: Data collection targets and response rates

Figure 2: Makonde District

During the selection for FGDs participants were invited from several different ISALs groupings which
operate within the wards

3.9 Ethical Considerations

35
All ethical protocols were observed in the collection of the data. The evaluator administered the
informed consent form after careful explanation of the evaluation. All the necessary permissions and
approvals were obtained prior to data collection. The evaluation did not cause any harm to the
participants. Other ethical considerations included provision of information to participants to
objectives of the evaluation, seeking consent; privacy and confidentiality were adhered to. The FGD
participants were given refreshments after the discussion. This was done in consultation with the
project staff who indicated that this was standard practices.

Figure 3: FGD participants having light refreshment after discussions

3.10. Limitations of the Evaluations

36
There were some limitations to the analysis that ought to be thought-about within the use of the
results. The primary limitation being that this analysis is barely restricted to at least one of the 2
target districts. Since these two districts are totally different geographical and cultural contexts, it
should not be attainable to generalize the findings of this analysis to the all the project target
districts.

Although queries were displayed to the PCGs on how the project style might be best improved to
encourage school attendance. The resultant theory of change was not validated with the school
authorities during the evaluation period due to limited evaluation budget. It was highlighted during
the meetings with the project management that this step would be completed by project staff.

37
SECTION 4: FINDINGS

Figure 4: Focus Group Participants at Alaska Mine Figure 5: FGD Participants at Njiri Farm

Kumbi kumbi haunyare

Wanga wajaira kukumbira pese pese haunyare

Ndipeiwo mari yechikoro –haunyare

Ndiepiwo mari yesipo-haunyare

Ndipeiwo mari yechingwa- haunyare

Wanga wajaira kukumbira pese pese haunyare

Please help me

You had become used to begging spouse every time, have you no shame

Please give me money for school fees-have you no shame

Please give me money for toiletries-have you no shame

Please give me money to buy bread-have you no shame

You had become used to begging spouse every time, have you no shame

The members of internal savings and lending schemes engaged in music and dance as part of team
building and showcasing the intervention. Music and dance is part of Africa’s story telling.African
music is a utilitarian function used in vital aspects of life such as, a child’s naming ceremony,
initiation rites, agricultural activities, national ceremonies, war times, religious ceremonies and
ceremonies for the dead. (Exploring Africa)

http://exploringafrica.matrix.msu.edu/teachers/curriculum/m13/notes.php

38
this section highlights the findings based on the evaluation questions posed.

4.1. Is the project well conceptualised?

The evaluator and the project staff developed a theory of change as there was none in place. The
staff indicated that programmes which come to the organization as grant sub recipients and
implementing partners usually follow a strait jacket approach. The implementation templates are
cascaded down by the lead recipient. In this case HOSPAZ which is the lead recipient did not develop
a theory of change formally. From the literature gleaned however the components of a theory of
change can be established.

The initial theory of change developed before field visits was tested and further interrogated to
properly guide the evaluation and ensure the project is well conceptualised. This was with the
understanding that the evaluation would be able to pick up issues in the field to help improve on the
theory of change and the logic model.

Therefore, to answer this question the evaluator interrogated the theory of change after the field
visit to compare what had been put in the theory of change from initial discussions and document
review, what was happening on the ground and the ideal situation which would lead to the intended
outcomes.

Review of the Theory of Change

Weiss (1995) defines a theory of change quite simply and elegantly as a theory of how and why an
initiative works. A project theory models how an intervention change will be effected. Three
attributes of a good theory of change have been used in this review as described by Fulbright, et. al.
(1998).

What Is a Good Theory of Change?

For the approach to achieve its potential, the theory of change guiding the ISALSs and its evaluation
needs to be a good one. The goal of the participatory planning process is to generate a theory of
change that is viewed by its stakeholders as plausible, doable, and testable

There are three attributes of a good theory of change that stakeholders should confirm are present
before committing to an evaluation and, indeed, should revisit throughout the implementation and
evaluation of the initiative

• It should be plausible. Do evidence and common sense suggest that the activities, if implemented,
will lead to desired outcomes?

39
• It should be doable. Will the economic, technical, political, institutional, and human resources be
available to carry out the initiative?

• It should be testable. Is the theory of change specific and complete enough for an evaluator to
track its progress in credible and useful ways?
To ensure that the theory of change that was developed would be plausible, doable, and testable
theories of change, the evaluator and project staff utilised various sources of information including
program experience, scientifically generated knowledge, and insights from the community members

Internal savings and lending schemes were VSLA was first developed by CARE International in 1991
in Maradi, Niger then known as The Village Savings and Loans Association (VSLA). It was designed
primarily for illiterate and extremely poor rural women,)

VSLA is a low-cost financial service founded on the principle of fund pooling, designed to serve the
very poor whose income is irregular and high risk to MFIs. As such, VSLAs play an important role in
meeting the needs of women and men whose principal purpose for accessing finance is to help them
manage household cash flow, respond to life-cycle events or invest in small income-generating
activities. Moreover, VSLAs provide people, no matter how remote or poor, with access to small
amounts of local capital on flexible terms and to transact such loans frequently at very low risk and
negligible cost.

Plausibility

The IRC (2012) identifies the following key areas of focus for ISALs

Basic Principles of VSLA/ISALs

 Principle 1: Associations are autonomous and self-managing.

 Principle 2: VSLAs are made up of 10 to 15 self-selected members.
 Principle 3: Membership is open to women and men (depending on program set-up
 Principle 4: Members contribute the initial capital determined by the group
 Principle 5: Savings are invested in a loan fund from which members can borrow, repaying
with an added service charge. The group decides the percentage rate of the service charge,
which can range from 5 percent to 20 percent.
 Principle 6: Groups create a social fund through an additional contribution of equal size.
 Principle 7: Associations meet weekly during the first cycle. The frequency can change to
every two or four weeks in later cycles, if members so desire.

40
  Principle 8: All transactions are carried out at meetings in front of all the members of the
association to ensure transparency and accountability.
 Principle 9: All members have a passbook to track individual savings and loan information.
 Principle 10: The VSLA/ISAL cycle is time-bound. At the end of an agreed period (usually
between 9 and 12 months), the accumulated savings and service-charge earnings are shared
out proportionally to the members an amount that each member has saved throughout the
cycle
The internal savings and lending schemes run by Pamuhacha Aids service organization were largely
in tandem with global best practices for such initiatives

The above principle should lead to the successful running of internal savings and lending schemes.
Transparency, accountability underpins the running of the schemes. The groups thus were careful to
select members based on agreed criteria that would mitigate delinquent borrowing. Familiarity
among the community members was noted a key success factor

The concept was hedged against diversions through creating side funds for emergencies. There was
also a noted built in mentoring and support facility by the organization in order to correct
deficiencies and diversions in the running of the programme

Capacity building, supervision, and mentoring support was largely key in the design of the project.
The organization also helped the group members to establish constitutions for guiding them through

A review of project reports and related literature as well as responses from discussions with the
community members also indicated that the concept was a huge success because of the ease of set
up and implementation. The model is not demanding technically and people of low or moderate
literacy can easily implement.

Doability/ Feasibility

The project is manned by a staff of five people including the manager and M&E officer. The project
relies on other staff from other programmes as the interventions are intertwined

In addition to the project staff, the organization has trained 120 community facilitators to help
monitor the project over the entire district of 34 administrative wards of which 15 are classified as
urban and the rest are rural. Project staff is responsible for delivering all trainings and supervision of
community facilitators who in turn train caregivers and help establish the lending schemes. The
project hence does have the human resources with the technical competencies to implement the
project. For sustainability purposes, the organization also works with government agencies at district

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level from the ministries of health and child care (MOHCC), Ministry of Primary and Secondary
Education (MOPSE) Ministry of Agriculture (MOA) and the ministry of women affaires gender, small
and medium scale enterprises as well as the police. Implementation is being coordinated through
these relevant Ministerial offices at district level. This will assist in boosting the political will and
increase technical and human resources to the project from the government.

The current economic environment poses a big threat to the otherwise very successful intervention.
The continued erosion of the local currency (bond note) is a big cause for concern as the money
cannot be saved and retain same value. The field visits showed that the schemes were being slowed
down because of this economic meltdown which is beyond the communities or the organization
implementing the intervention. The positive consolation is that the concept has developed strong
roots and the communities will always find ways to sustain the schemes

The field visits indicated a desire from the communities for the organization to provide soft loans to
the schemes so they can scale up their activities. The feeling was that the schemes are running at
very low levels but have the capacity to better. The project budget was not availed to the evaluator
therefore unable to comment on financial resources.

Testability

The theory of change in the project has been translated into a logic model with indicators which can
be used to monitor and evaluate the project. Fulbright, et al., (1998) asserts that a strong theory
should have precise statements that can be matched with accurate indicators and of its component
parts an outcome, output and an activity as well as the underlying assumptions. A theory of change
and logic model was developed as part of the evaluation.

The project relies on centralized monitoring and evaluation functions and these collect data
routinely and systematically following guidelines form the funders and lead grant recipients. The
project has enough data available to be able to pass the testability function

However there is need for collecting and utilizing data at organizational level to improve
programming. In the current state the M&E function seems to be a thoroughfare for data to higher
levels. It is also important for the organization to have separate theories of change, results
frameworks and log frames for each of the interventions being implemented. This would allow the
organization to clearly determine which intervention is designed and being implemented well.

In view of the review above on plausibility, do ability and testability, the project conceptualisation is
fairly strong and intact and it should indeed benefit the communities as intimated. Routine surveys

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such as the biennial survey for PEPFAR/USAID Zimbabwe Supported OVC Projects, which are being
carried out in the organization are contributing more data from the communities and stakeholders.

4.2 Is the project relevant to the needs and priorities of the target beneficiaries?
Four questions were posed the respondents in the Focus Group Discussions and Key informant
interviews in order to respond to this question

1. Can you describe your economic conditions that prevailed before the ISALs project in
this community
2. How did these conditions affect you and your children’s lives?
3. Who were most affected by that situation adults or children?
4. How relevant is the project to your needs and priorities?
To kick start discussions the general economic issues were asked. The idea was to appreciate the
respondents’ priorities without due influence. Specific issues related to ISAL programming were then
brought in later. To understand project relevance the evaluation sought to corroborate multiple
pieces of information that came from the sources. From the beneficiaries relevance was determined
by understanding the conditions prevailing before the project and the most affected people.

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Figure 6: People living with disabilities are also covered by the project

Relevancy

Literature review and observations clearly showed that Makonde district has some of the poorest
people in the country. The district has a high burden of HIV/AIDS, school dropout, malnutrition, early
child marriages and abandoned settlements due to closed industries (mines) and former farm
workers displaced by the land reform. The area is also characterised by poor rainfall patterns with
most parts of the district being suitable only for game and mining

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Figure 7:The renovated communal toilet that houses a Figure 8: Gold panning for survival along Kuti River
family in Shackleton

“ this project was a game changer in my life, I did not have even a goat and I used to trouble my
parents for sustenance. I managed to buy my own goats because of ISALs and now i am able to send
my children to school without borrowing or troubling my parent” (FGD, men-Mtunzi )

“the programme started as a result of difficulties that caregivers faced in paying school fees for
children. Pamuhacha then decided to pay 50% for selected OVC and the caregivers were recruited
into ISALs to cover the remaining 50%. Now we are paying the full fees because the lending
schemes.” (FGD, women-Alaska)

“The programme was very helpful to us as school administrators because parents are now able to
pay their children’s school fees on time” (KII, -Alaska)

“As the government department responsible for women affairs in the district, we are very grateful to
the project in that most women have now embraced savings and pooling of resources. We have
noted reduced incidences of gender based violence as most women are now self-sustainable and not
relying on spouses for support.”(KII, -Chinhoyi)

‘’The project was designed to help families affected by HIV/AIDS to help children to go to school as
well as ensuring there was sufficient nutritional requirements and extra money in these households.
Many had been failing to cater for the OVC in terms of their school, nutrition and health
requirements’’ (KII, -Project staff-Chinhoyi)

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The project was therefore deemed relevant to the caregivers as it was evident that many children
were dropping out of school due to lack of school fees and lacking access to good and sufficient
nutritional food. These constraints were addressed by the project as highlighted by respondents in
the quotations above in italics.

The project resonates with well with government policies as well as the international community
treaties on women empowerment, peace and security as indicated by officials from the Ministry of
Women Affairs, Community, Small and Medium Enterprises

“…….At the 25th session of the AU summit, themed "Year of Women Empowerment and
Development towards Africa’s Agenda 2063 held in South Africa in 2015, Zimbabwe along
with other member States discussed and committed to women’s access to health; pushing
forward women’s economic empowerment; enhancing the Agenda on Women Peace and
Security; enhancing women’s participation in governance; enhancing women and girls’
access to education, health, science and technology.” In line with the Ministry of Women’s
Affairs, , works to strengthen the capacity of rural women, providing them with skills in
entrepreneurship and business management and giving them greater opportunity to access
financial resources and markets…” (KII- Chinhoyi)

Priority

When asked about their priorities in joining the ISALs, most recipients mentioned that making sure
that their children attended school and in good health was their priority. Form the project they
learnt to provide school requirements as well as food for children to make learning conducive

‘’I make sure that after getting my money from the scheme, I pay my children’s fees first, and buy
their books before making other investments’ (FGD, Chinhoyi)

‘’Our children are known as ISALs kids and are never short of school fees, learning requirements and
they always carry lunch boxes of food to school’’- (community facilitator Murereka)

‘’ the care givers are taught to prioritise their children’s school fees, learning requirements and
ensuring that the households have balanced diet’’ (Key Informant project staff)

4.3 Is the project being implemented as planned?

This question was answered by reviewing project progress reports, observations and interviews with
project stakeholders.

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The project is implementing three components, training community facilitators, training care givers
to initiate and implement ISALs and training the care givers in Selection Planning and Management
(SPM). These components all have objectives which contribute to the overall goal of the project
which seeks to strengthen the capacity of households to cater for children. The evaluation looked at
each of these components to determine if each was being implemented per the projects
implementation plan, if it was being implemented well and if the activities being implemented are
enough to bring about the desired change.

Figure 9: Training Materials for IGP

Objective 1: To increase the households’ ability to access money to meet important family needs

The main activities contributing to this objective are the training community facilitators, and care
givers to initiate and implement ISALs. This intervention runs with other initiatives being carried out
by the organization and rides on well in terms of resources and monitoring.

During the period 2017-2018, a total of one hundred and twenty (120) community facilitators in
Makonde district were trained to empower their communities with Household Economic
Strengthening (HES) options such as ISALs and SPM. The trainings were cascaded to targeted
primary caregivers in the district.

The organization conducted support visits in the district throughout the year. All groups saving have
written constitutions in place. Members saving are alternating to access loans and there is
consistence return of loans though sometimes they delay due to cash shortages in the country. 80

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percent of the groups saving displayed group coercion and members saving know their goal for
saving that is to be able to meet and provide their children’s basic needs.

In the period under review Pamuhacha managed to establish 443 ISAL groups in Makonde district
with a total of 5294 primary caregivers actively saving with an average membership of 10 to 15
members. The attendance rate is 95.9% to 96.9%, fund utilization is at 99.9 % to 100 % .Group
meetings are conducted bi-monthly and monthly in communities. All groups have their constitutions
written at the back of journal books, they make use of them to meet set objectives and govern group
activities. During the evaluation observations were also made of groupings sharing their proceeds.
The level of enthusiasm amongst the community members was very commendable. Share outs were
experienced in the first quarter and third quarter, ISALs have managed to address three pillars in
economic strengthening that is consumption, and money management and income promotion were
achieved.

Generally, the project is on track on this component. Respondents have indicated the positive
changes that have arisen as a result of the intervention. They also mentioned continued support
from the organization as some of the key success factors. The implementation methodology was
mentioned for praise even by other stakeholders. The involvement of men in the programme was
another game changer as it brought in buy in and support by default. The organization was forward
thinking in involving existing community leadership structures such as councillors and headmen.
These provide community support.

‘’I wish for the Pamuhacha ISLALs model to be fully explored as I feel it is a best practice that can be
replicated to other areas. , it is well managed and entails meaningful involvement and participation
of the intended beneficiaries’’ (KII-Chinhoyi)

Zimbabwe is politically volatile especially this year which had general elections. The communities
indicated that as part of their constitutions that no members or anyone was allowed to attend their
meetings wearing any regalia that might associate them with any political organization.

Objective 2: To increase the ability among caregivers and children to access basic support

Income generating activities are playing a pivotal role in assisting people in marginalised areas to
widen their economic opportunities, increase their asset base and diminish their vulnerability to
external shocks. ISALs are strategy for grassroots resilience, empowerment of the poor through
financial groups has made it easy for primary caregivers to save and access loans. Primary caregivers
in the targeted communities are specialising in different income generating projects and business
ventures such as vending, buying and selling of tomatoes, onions, vegetables, snacks, sweets, cool

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plastic drinks, hair products, fish, sausages, second hand clothing, talk time, baking, beekeeping,
goat rearing, horticulture, gardens, broiler and indigenous chicken rearing, artisanal mining (gold
mining), piggery projects, brick moulding and casual labour in farms. A total number of 15 882
children in Makonde district are benefitting from the above mentioned income generating activities.

The mentioned income generating projects were started after primary caregivers were capacitated
on selection, planning and management where they were equipped with skills on how to run their
businesses. Proceeds realized from their businesses are being channelled towards school fees
payments, school uniforms, stationery, food and they also use the money for ISAL monthly
contributions.

Collaborations

In collaboration with District Agritex officers Pamuhacha HES staff capacitated 120 primary
caregivers on food processing and preservation. The trained participants were equipped with skills
on how to dry locally available vegetables such as biddenspilosa, amaranthus hybrids and
corchorusolitorious using the blanching method. Blanching method is the process whereby
vegetables are dried and preserved in a manner that preserves nutrients and that is hygienic.

Following the training on food processing the participants realised that they were over processing
their locally available vegetables thereby killing the essential nutrients. The training enlightened
participants that these natural vegetables they used to shun have high nutritional value and they are
on demand even in formal markets such as Pick n Pay and Ok supermarkets.

HES

As the project is now in the final year there is need to economically capacitate primary caregivers of
children infected and affected by HIV and OVC to be financially secure. HES options are meant to
meet the essential needs of children in care such as school fees, health access beyond donor
funding. Below are HES activities proposed for the coming year as built up towards sustainability and
exit strategy?

Activity description Target

Community facilitators training on HES options ISAL and SPM 120

ISAL training and refresher for primary caregivers 5 558

SPM of Income Generating Projects training for primary caregivers 5 558

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Community facilitator TOT on financial literacy and Farming as a business 86

Financial literacy and Farming as a business training for primary caregivers 1 196

Community facilitators training on participatory market system development 120

4.4 How are How are target beneficiaries being involved in decision making?
The evaluator interrogated the stages beneficiary involvement within the project. The interrogation
looked at project design, implementation and monitoring and evaluation.

In general, the beneficiaries were involved from the implementation and monitoring stages. At
design level it was just cascaded from the organization after initial contact through school fees
support. The organization was responsible for capacity building with support from other government
agencies in health, education and agriculture. After training the caregivers were given a free role in
terms of member selection, setting of interest rates and group management dynamics. According to
the village savings and lending manual, member of the scheme agree on a set of rules, or a
Constitution, to guide their activities

‘’We decide on our own who to include in our group’’ (FGD men- Njiri)

‘’We develop our own constitution after initial training’’ (FGD women- Chinhoyi)

‘’We decide our interest rates on our own’’ (FGD men- Alaska)

‘’We decide on sanctions to apply on delinquent members’’ (FGD women- Murereka)

‘’We were taught to keep project records and we are always reminded that what is not documented
has not been done’’ (FGD women- Njiri)

We make sure they keep records of their proceeding and we use these records as part of routine
monitoring ‘ (KII-Project Staff)

4.5 Are the beneficiaries satisfied with the “project package”?

The primary caregivers are generally satisfied with what the project. The project has empowered
communities especially women to be self-sufficient. The project package of training, monitoring and
mentoring and support visits has been commended as very ideal. If there are errors they are quickly
noted and corrected

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The package could be better if the communities could access more funding from donors and
government. The discussion showed that indeed the project can be improved. The government
officer responsible for cooperatives development in the district indicated the following activities
supported by the government in partnership with community based organizations like Pamuhacha.

 Sensitization and awareness of cooperative development and cooperative movement

 Training coop members in records, coop principle, governance, management

 Registration of ISAALs into savings and coop cop societies (coop societies act 10 and above

 Mobilizing marginalized and vulnerable communities members

 Pamuhacha mobilizes from support groups

 The evaluation showed that the organization has covered a huge gap which the government
cannot cover. The organization works together with the government in community capacity
building and pooling resources as collateral for poor communities. The Skills transfer/social
skills enhance teambuilding and conflict resolution. The programme has also strengthened
Saving culture among the poor communities

“Pamuhacha is reaching out the intended targets better than us as they are on the ground and
more visible than government departments.We are custodians of development and non-
governmental organizations like Pamuhacha have to work with us. I am happy they are doing
that and they are really assisting the government especially in ISALs project.:(KII-Department of
Cooperative development)

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Figure 10: Group members ready to share groceries at year end

“We were known for begging but now we can supply our household needs and send our kids to
school without any problem”. People now respect us in our communities. Beggars are second class
citizens..(FGD Participant -Shackleton)

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SECTION 5: CONCLUSION AND RECOMMENDATIONS

5.1 Conclusions
The evaluation findings show that the project was modified In the early stages to included men and
more people other than those suffering from HIV/AIDS. Exclusive selection of PLWHA was shown to
have attendant problems of stigma and discrimination. Thu the ToC was modified to widen the
bracket of cover. The evaluation also showed that in the absence of a properly documented ToC, it
would be difficult to link interventions to cause and effect issues of development practice.
The logic of the current intervention is heavily intertwined to other programmes being run by the
organization. Project managers have to be very careful to devote appropriate attention to separate
interventions in terms of resources and time allocations.

The logic of the interaction of resources and activities to produce desired outcome and goal,
engagement with the target beneficiaries reveal that there are several assumptions in the logical
framework that may represent a huge risk undertaking. The ISALs programme is very relevant but
depends on the existence of necessary conditions namely a stable macroeconomic environment and
a conducive political atmosphere

The project has transformed not only the people’s lives but even their mind-set. The aura of self-
empowerment was clearly evident. The return on investment in terms of social capital is very
commendable. The interventions speaks to the majority of people in the district who are very poor
and can barely afford collateral security that is required for borrowing from micro finance
institutions. ISALs are a priority in the district to enable the communities to mobilize school fees for
children and as well as providing adequate dietary supplies
In the context of the evaluation findings, the project is being implemented as planned although
there is room for some improvements to achieve the project expected results. The design of the
project hinges heavily on the volunteer community facilitators, constant supervision and support as
well as stakeholder corroborations especially with relevant government institutions.
There is need to consider boosting the clubs with capital for them to migrate from hand to mouth
projects to real empowerment. The government arm responsible for cooperatives regulation has to
find ways of taking over mature ISALs and covert then into properly registered cooperatives and
credit unions.
The intervention can still include more people than the current numbers. The success scored so far
are a good advert platform for the programme to be cascaded. The Primary caregivers expressed
huge satisfaction with the project package. They point to the level of consultation and decision
making that is bestowed upon them such that ownership is heavily felt by the primary care givers.

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The schools have benefited from the project as they can plan in advance on when they receive
money from the clubs

5.2 Recommendations
In line with the findings, the evaluation recommends that

 more interaction between the project staff and communities to build further capacity for
running income generating projects
 Handling of finances resources need to improve. The project currently relies on goodwill and
familiarity of group members, this is not sustainable
 There is need to formalize ISALs to ensure Security of funds kept in the houses currently
 Setting aside a fund for boosting the groups especially in the current economic environment
 Further develop documentation especially of best practices and success stories which
should be widely disseminated. Reporting and documentation should be consistent
 exchange visits among groups from other districts or wards can boost the morale of group
members
 further interrogation of the functions of the department of cooperatives, small and medium
scale enterprises for the benefit of communities
 ISALs must mature and register into SACCOS
 Strengthening partnerships with other government agencies and avoid duplication of
interventions

5.3 Dissemination Plan to encourage use

Discussions with project staff showed that there were no proper plans for dissemination of
evaluation findings to external stakeholders to improve project implementation. Most stakeholders
indicated their desire to see the results of this evaluation and held a strong belief that the evaluation
has a potential to showcase and unlock entrepreneurial dividend resident in the communities
running on very small budgets but leaving the members very satisfied. Thus, a dissemination plan to
share the evaluation results is as suggested below:

1. Presentation of the results to the project management team, district and school officials, as well
as the primary care givers

2. Develop management response to the evaluation

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3. Develop an action plan with a time line based on the management response and implement the
action plan

4. Develop a monitoring plan to follow up on the management response

At the time of submitting this report the recommendations had not been deliberated by
management

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