At the outset of this course, you were introduced to the action learning knowledge base on the public needs assessment and planning processes representing the contextual gap between the present conditions or situation occurring within the community of interest and what ought to have been occurring to ensure the best possible services, programs, or projects for those whose needs-based issues are at stake.
Also, you learned that the needs assessment planning process is that measurable instrument used in determining the measurable action that can foster desirable systems changes to bridge or fill that gap. However, without a results-based accountability instrument and performance reporting framework, there can be no way of determining whether that contextual gap has been bridged and its measurable outcomes been attained.
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Get Help Now!Moreover, as an undergirding centerpiece, you have also learned that in conceptualizing the measurable action, the needs assessment and planning processes provide a comprehensive framework for determining action intervention and service or program use patterns in facilitation of an action-oriented research project. However, crucial to the facilitation of the public needs assessment and planning process that can impact the action-oriented research project is the delineation of the positionality of research facilitator. Also, because the central focus of this course is on the public aspect of needs assessment planning projects, it is important to understand its ethnographic implications.
Moreover, your future participatory action research dissertation study includes you as a member of a team that works to find a solution to a public problem or gaps in service, program, or project use patterns within the public domain. Participatory action research builds on ethnography as one component of the research model. And that is another reason to understand ethnography as a qualitative research methodology. Ethnography has its roots in a number of disciplines, and each adds depth and richness to the research design.
Thus, throughout this course, you have been exploring the various components of public needs assessment and planning processes and have learned a great deal about how gaps in service, program, or project use patterns can be bridged to effect positive systems changes. In bridging those gaps, the components of public needs assessment and planning processes may require any of the following plans: proximate or short-term, ultimate or long-term, and proximate-ultimate or multileveled strategic planning. The outcome-based evaluation (OBE) is the accountability instrument that can provide the framework for determining the impacts of such plans on program or project use patterns.
Even in the previous unit, you also explored how KTA intervention framework or other suitable frameworks can be used in facilitation of your needs-based action learning of program or project planning, implementation, monitoring, and performance evaluation processes. The OBE serves as the program or project inquiry blueprint in ascertaining to what extent the program’s implementation has facilitated a successful outcome. In other words, without the OBE, how do you really know the extent to which the public needs assessment and planning processes or perhaps the KTA interventions have been effective or efficient in bridging the gaps in service, program, or project use patterns for the positive systems changes? And without the OBE, how sure are you that all of the relevant needs-based data have even been well collected to give accurate data representation of the SAF?
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