Summary of the TTP outcome assessment, with supporting evidence and consideration of contextual factors and causal mechanisms affecting outcome realization (Claus et al., 2020)
| Results | Illustrative evidence | |
|---|---|---|
| Outcome assessment | Summary of supporting evidence for the assessment | Contextual factors and causal mechanisms affecting how the outcome was realized |
| Current and prospective RRU students learn from PI’s research experiences Realized, clear project contribution [intermediate outcome] | Documents: Reflections from the PI’s research experiences are documented in a book that compiles experiences from the first DSocSci cohort. Interviews: The PI currently teaches research methods at RRU and is frequently invited by colleagues to share their doctoral experiences with students | Research skills taught and acquired at RRU are aligned with the skills expected of their faculty. The doctoral project helped expand the PI’s research experience, and developed relationships with colleagues at the university. The PI had prior research and practical experience in the field that also contributes to the way in which these experiences are presented to students. Accreditation acquired through the DSocSci program was a positive factor in the PI’s career trajectory |
| PI has increased opportunities to share insights and guide practice Realized, clear project contribution [intermediate outcome] | Interviews: The PI was invited to participate in the development of the Kampala Recommendations, the Sri Lankan truth commission panel, and academic webinars, where TTP knowledge and expertise were transferred. For example, the Sri Lankan conference clearly established the importance of the role of children in TJ so that every TJ draft law on truth and reparations have a clear mention of the Rights of the Child | The PI generated and acquired opportunities both through their approach (strong focus on building relationships) to the research process and their professional experience prior to the research. The PI was successful at creating and capitalizing on opportunities to share insights and guide practice through active engagement in the topic of youth engagement prior to, during, and after the project. They have been awarded these opportunities in part due to the doctorate accreditation acquired through completing the project. The Sri Lankan conference was attended by many experts, and changes reflecting the role of children in TJ were a collective effort |
| Trust and relationships built between research team and participants Realized, clear project contribution [intermediate outcome] | Post-project Survey: The majority of participants noted they felt safe to share confidentially, and that they could seek assistance if needed. Participants described the research team as “respectful”, “humble”, “polite”, “jolly”, and “listen well”. Several participants commented that the “researchers made me happy”. Interviews: Members of the research team characterized the working relationship between the team and the participants as “family-like” | The PI facilitated the process for trust-building by dedicating time and resources to training research assistants on participatory research and ethics. The nature of PAR activities and time set aside during the process built trust with participants. Participants perceived the research team to be respectful, indicating that the processes were carried out with due care for participants’ wellbeing |
| Partners’ priorities change Partially realized, clear project contribution [intermediate outcome] | Interviews: One partner noted that the work influenced the approach to their work, they thought more about young people’s engagement in TJ, and have taken up some initiatives to address it as a result (e.g. organizing the Kitgum Festival, TJ curriculum review for secondary schools). Other partners did not comment on the specifics of how their priorities changed, but did note the emphasis on youth in their community-led initiatives | Priorities and approaches to working are constantly in flux to respond to various factors including donor interests, research, and community demands and perspectives. Partners were strategically selected by the project as organizations that would have the potential to value and recognize the benefit of meaningfully and ethically engaging young people affected by conflict to support their overall mission or vision |
| Changed attitudes of research team around value of young people’s voice and engagement Realized, clear project contribution [intermediate outcome] | Interviews: Members of the research team noted their involvement in TTP improved their understanding of working with young people that they did not have before (e.g. active listening, ethical considerations of working with young people, the dynamics and the importance of working with young people) that increased the perceived value around young people’s voice and engagement. Indicator: All research team members continue to work with young people in their professional careers in some capacity | The research team went through a competitive hiring process, and part of the assessment for recruitment was the interest in working with young people. Candidates selected on that basis would have had a greater propensity for recognizing the value of young people’s voices and engagement, and perhaps a predisposition to advocacy for young people. Partway through the project, one of the research assistants left and was replaced |
| Research assistants gain new skills, professional exposure and build professional networks Realized, clear project contribution [intermediate outcome] | Interviews: All research team members noted that the experience with the project was positive for them in terms of acquiring new approaches and skills (e.g. active listening, ethical considerations of working with young people, the dynamics and the importance of working with young people) to work with young people through their active participation in the research design and implementation. One team member participated in an international conference and publication following the project which added to their professional experience and networks on the topic | The PI established a team of local researchers and allocated time to train them in participatory research methods and ethics. The PI treated team members as equal partners in the research, always seeking their validation and input to the design. This created a sense of ownership and pride over the work. Participation in the project involved new professional exposure and relationship-building with partner organizations. The research assistants also came to the project with enthusiasm, prior research experience, knowledge of the Ugandan context, and local networks |
| Research assistants have enhanced career opportunities in the transitional justice sector and work with young people Realized, clear project contribution [EoP outcome] | Interviews: One research team member co-presented the findings at an international conference with the PI. By working closely with the partner organizations during the project, one member of the research team was hired by one of the partner organizations. Indicator: Following the project, all members of the research team continued working with young people in issues related to TJ | The research project offered research assistants interested in working with young people and TJ the opportunity to gain experience. Research assistants had pre-existing interests in the topic. Partway through the project, one of the research assistants left and was replaced |
| RLP prioritizes young people in their work Realized, clear project contribution [EoP outcome] | Interviews: Informants noted that the research influenced RLP’s approach to their work. After the project, they thought more about young people’s engagement in TJ and have taken up some initiatives to address it as a result, including a collaboration to pilot secondary school curriculum that integrates TJ. Website: RLP empowers young refugees through support groups as a way of enabling them to build the social support network they need to enhance their mental and psychosocial resilience to cope with and overcome their distress in exile | Organizations’ priorities and approaches to their work are constantly in flux in response to various factors including donor interests, research on a given topic, and community demands and perspectives. RLP’s mission is to empower asylum seekers, refugees, deportees, internally displaced peoples, and host communities to enjoy their human rights and lead dignified lives; RLP was strategically selected as a partner because they had the potential to value and recognize the benefit of meaningfully and ethically engaging young people affected by conflict to support their overall mission or vision |
| RLP apply creative methods in their work and share within their networks Realized, clear project contribution [EoP outcome] | Interviews: RLP currently applies creative methods and approaches that emulate the TTP in their work with young people. For example, drama is used to demonstrate refugee youth vulnerability to mental health issues. RLP has shared the methods through their participation in the Child Protection Working Group, the TJ working group, other CSO meeting platforms, and other TJ fora in Africa | The project demonstrated the utility and versatility of creative methods when engaging young people to its partners. RLP has a member on staff that previously held a position that involved sharing and promoting creative methods to other organizations working with young people and TJ |
| Participating young people develop social and communication skills Realized, clear project contribution [EoP outcome] | Post-project Survey: Participants appreciated the research activities and approach, and many commented about their ability to share their stories and talk to people after having participated in the project. Interviews: Both researcher and practitioner informants believed the main contribution of the project related to the benefits gained by young people participating in the research process | The project provided young people with a unique opportunity to share their personal history that was highly relevant and meaningful to them. Participation using creative methods gave young people the opportunity to develop communication and social skills to express themselves on their own terms. Young people affected by conflict face psychological issues as a result of trauma that affects how they communicate and interact socially. In African culture, children are typically expected to be seen and not heard |
| Participating young people develop relationships with other participants Realized, clear project contribution [EoP outcome] | Post-project Survey: Participating young peoples’ responses to the survey indicated appreciation of the opportunity to share and meet other young people. Interviews: Members of the research team commented on the relational aspect of the research in that it supported a feeling of unity amongst participants, developed social networks and relationships, and was a positive experience for participants | The project’s engagement activities by their design and intent created space for relationships to develop, as participants were brought together in group settings on frequent occasions with an explicit objective to develop a sense of community in a safe environment |
| Participating young people have confidence to share with adults Realized, clear project contribution [EoP outcome] | Survey: Participation in the research activities boosted participants’ confidence to speak the truth with adults and with their peers. After participating in the research activities, respondents described a new sense of courage and freedom | A goal of the project was for young people to recognize the value of their voice and agency, which was built into activities and discussions with participants. Through this recognition, participating young people gained confidence to share their ideas and thoughts with the project team and other participants throughout the research process. Opportunities to share in a safe space through the project helped develop participants’ confidence to share with adults outside the project. TTP was facilitated in an inclusive, respectful, and sensitive way that was open to listening and hearing what and how young people wanted to share. In African culture, children are typically to be seen and not heard |
| Participating young people gain knowledge of truth commissions/transitional justice Realized, clear project contribution [EoP outcome] | Post-project Survey: Participants learned about other countries’ truth-telling processes, about what happened in the Ugandan conflict, where to go for support, and that they have the right to share their stories on their terms. Interviews: One of the project objectives aimed to increase participants’ understanding of TJ, as many participants were not aware prior to the research | The project actively sought to improve participants’ knowledge of truth commissions and TJ processes. RLP is currently involved in a secondary school curriculum review at the national level in collaboration with the Ministry of Education to integrate TJ into the curriculum to expand the knowledge of truth-telling commissions and TJ processes to all young Ugandans |
| Participating young people recognize the value of their voice and agency in truth commissions/transitional justice processes Realized, clear project contribution [EoP outcome] | Post-project Survey: Participating young people reflected after the research process that they believed everyone should be given the opportunity to share their experiences and they felt that opportunities for (participation in) TJ now exist for them | The recognition of participating young people’s voices and agency in truth commissions was encouraged through active listening and facilitation of culturally sensitive, respectful, and inclusive activities by the TTP to reinforce the importance of their voices. The activities facilitated meaningful and safe processes to collect individual stories and accounts of their experiences. In African culture, children are typically expected to be seen and not heard |
| Young people are consulted by RLP on issues that affect them Realized, clear project contribution [EoP outcome] | Documents: RLP facilitated a workshop with government representatives, NGOs, academics, lawyers, and young people; the overall objective was to discuss and refine the draft TJ policy for Uganda. Interviews: RLP has continued to work with young people and think critically about how to do it in meaningful and ethical ways. Website: RLP has consulted young people on a wide array of issues including: TJ, mental health, peer pressure, sexual relationships, peace, accessibility to social services, and early marriage through their Media for Social Change Program | The project’s strategic partnership with RLP demonstrated the value of and principles to apply when working with young people, which contributed to a shift in priority for the organization to engage young people. However, donor interests also influence how RLP functions as an organization as they are accountable to the funds they receive |
| National actors learn benefits of and how to engage young people Partially realized, insufficient evidence for project contribution [intermediate outcome] | Interviews: The project was able to demonstrate the value of engaging young people regardless of the political situation by engaging with young people in a tense political climate on a sensitive issue. RLP led a line ministry training of government officials through which they channeled the research results in October 2013. Uganda’s national TJ policy was reviewed by 20 young people who participated in the project in a process led by CSOs including RLP and ICTJ. Documents: Uganda’s national TJ policy highlights some gaps to guide future policy (e.g. to develop policy on children born while mothers were in captivity of the armed groups). It is unclear the extent to which other national actors beyond those close to the project understand fully how to engage young people in this context, as there are no specific guidelines outlined in the transitional justice policy. Indicator: In June 2019, the Ugandan government committed to and approved a national TJ policy which includes the best interests of the child as a guiding principle, indicating a formal recognition of the benefit and value of engaging young people in national TJ processes | TJ processes external to the project are ongoing in Uganda; for example, a TJ policy was under development and training workshops had been held with national actors. Relevant national actors present at a line ministry training workshop facilitated by a TTP partner organization to review Uganda’s TJ policy would have likely learned of the benefits of and how to engage young people through participating. The cultural stance in Uganda on young people is typically to be seen, not heard, a perspective prevalent across African culture |
| Young people are involved in a dialogue to review a draft national policy on truth commissions/transitional justice Realized, clear project contribution [EoP outcome] | Interviews: Partners discussed how the multi-stakeholder workshop and policy dialogue (which included young people who participated in TTP) led to the development of Uganda’s national TJ policy. Documents: Uganda’s national TJ policy was approved by the Ugandan cabinet in June 2019 | The policy dialogue was facilitated by one of the project partners. The dialogue involved some of the members of the young people’s advisory who participated in TTP and some members of the research team. The Justice Law and Order Sector struck a committee in 2007 to develop a national TJ policy for Uganda and was in the process of consultations to develop the framework during the project, indicating TJ policy was on the political agenda |
| Results | Illustrative evidence | |
|---|---|---|
| Outcome assessment | Summary of supporting evidence for the assessment | Contextual factors and causal mechanisms affecting how the outcome was realized |
| Current and prospective RRU students learn from PI’s research experiences | Documents: Reflections from the PI’s research experiences are documented in a book that compiles experiences from the first DSocSci cohort. | Research skills taught and acquired at RRU are aligned with the skills expected of their faculty. The doctoral project helped expand the PI’s research experience, and developed relationships with colleagues at the university. The PI had prior research and practical experience in the field that also contributes to the way in which these experiences are presented to students. Accreditation acquired through the DSocSci program was a positive factor in the PI’s career trajectory |
| PI has increased opportunities to share insights and guide practice | Interviews: The PI was invited to participate in the development of the Kampala Recommendations, the Sri Lankan truth commission panel, and academic webinars, where TTP knowledge and expertise were transferred. For example, the Sri Lankan conference clearly established the importance of the role of children in TJ so that every TJ draft law on truth and reparations have a clear mention of the Rights of the Child | The PI generated and acquired opportunities both through their approach (strong focus on building relationships) to the research process and their professional experience prior to the research. The PI was successful at creating and capitalizing on opportunities to share insights and guide practice through active engagement in the topic of youth engagement prior to, during, and after the project. They have been awarded these opportunities in part due to the doctorate accreditation acquired through completing the project. The Sri Lankan conference was attended by many experts, and changes reflecting the role of children in TJ were a collective effort |
| Trust and relationships built between research team and participants | Post-project Survey: The majority of participants noted they felt safe to share confidentially, and that they could seek assistance if needed. Participants described the research team as “respectful”, “humble”, “polite”, “jolly”, and “listen well”. Several participants commented that the “researchers made me happy”. | The PI facilitated the process for trust-building by dedicating time and resources to training research assistants on participatory research and ethics. The nature of PAR activities and time set aside during the process built trust with participants. Participants perceived the research team to be respectful, indicating that the processes were carried out with due care for participants’ wellbeing |
| Partners’ priorities change | Interviews: One partner noted that the work influenced the approach to their work, they thought more about young people’s engagement in TJ, and have taken up some initiatives to address it as a result (e.g. organizing the Kitgum Festival, TJ curriculum review for secondary schools). Other partners did not comment on the specifics of how their priorities changed, but did note the emphasis on youth in their community-led initiatives | Priorities and approaches to working are constantly in flux to respond to various factors including donor interests, research, and community demands and perspectives. Partners were strategically selected by the project as organizations that would have the potential to value and recognize the benefit of meaningfully and ethically engaging young people affected by conflict to support their overall mission or vision |
| Changed attitudes of research team around value of young people’s voice and engagement | Interviews: Members of the research team noted their involvement in TTP improved their understanding of working with young people that they did not have before (e.g. active listening, ethical considerations of working with young people, the dynamics and the importance of working with young people) that increased the perceived value around young people’s voice and engagement. | The research team went through a competitive hiring process, and part of the assessment for recruitment was the interest in working with young people. Candidates selected on that basis would have had a greater propensity for recognizing the value of young people’s voices and engagement, and perhaps a predisposition to advocacy for young people. Partway through the project, one of the research assistants left and was replaced |
| Research assistants gain new skills, professional exposure and build professional networks | Interviews: All research team members noted that the experience with the project was positive for them in terms of acquiring new approaches and skills (e.g. active listening, ethical considerations of working with young people, the dynamics and the importance of working with young people) to work with young people through their active participation in the research design and implementation. One team member participated in an international conference and publication following the project which added to their professional experience and networks on the topic | The PI established a team of local researchers and allocated time to train them in participatory research methods and ethics. The PI treated team members as equal partners in the research, always seeking their validation and input to the design. This created a sense of ownership and pride over the work. Participation in the project involved new professional exposure and relationship-building with partner organizations. The research assistants also came to the project with enthusiasm, prior research experience, knowledge of the Ugandan context, and local networks |
| Research assistants have enhanced career opportunities in the transitional justice sector and work with young people | Interviews: One research team member co-presented the findings at an international conference with the PI. By working closely with the partner organizations during the project, one member of the research team was hired by one of the partner organizations. | The research project offered research assistants interested in working with young people and TJ the opportunity to gain experience. Research assistants had pre-existing interests in the topic. Partway through the project, one of the research assistants left and was replaced |
| RLP prioritizes young people in their work | Interviews: Informants noted that the research influenced RLP’s approach to their work. After the project, they thought more about young people’s engagement in TJ and have taken up some initiatives to address it as a result, including a collaboration to pilot secondary school curriculum that integrates TJ. | Organizations’ priorities and approaches to their work are constantly in flux in response to various factors including donor interests, research on a given topic, and community demands and perspectives. RLP’s mission is to empower asylum seekers, refugees, deportees, internally displaced peoples, and host communities to enjoy their human rights and lead dignified lives; RLP was strategically selected as a partner because they had the potential to value and recognize the benefit of meaningfully and ethically engaging young people affected by conflict to support their overall mission or vision |
| RLP apply creative methods in their work and share within their networks | Interviews: RLP currently applies creative methods and approaches that emulate the TTP in their work with young people. For example, drama is used to demonstrate refugee youth vulnerability to mental health issues. RLP has shared the methods through their participation in the Child Protection Working Group, the TJ working group, other CSO meeting platforms, and other TJ fora in Africa | The project demonstrated the utility and versatility of creative methods when engaging young people to its partners. RLP has a member on staff that previously held a position that involved sharing and promoting creative methods to other organizations working with young people and TJ |
| Participating young people develop social and communication skills | Post-project Survey: Participants appreciated the research activities and approach, and many commented about their ability to share their stories and talk to people after having participated in the project. | The project provided young people with a unique opportunity to share their personal history that was highly relevant and meaningful to them. Participation using creative methods gave young people the opportunity to develop communication and social skills to express themselves on their own terms. Young people affected by conflict face psychological issues as a result of trauma that affects how they communicate and interact socially. In African culture, children are typically expected to be seen and not heard |
| Participating young people develop relationships with other participants | Post-project Survey: Participating young peoples’ responses to the survey indicated appreciation of the opportunity to share and meet other young people. | The project’s engagement activities by their design and intent created space for relationships to develop, as participants were brought together in group settings on frequent occasions with an explicit objective to develop a sense of community in a safe environment |
| Participating young people have confidence to share with adults | Survey: Participation in the research activities boosted participants’ confidence to speak the truth with adults and with their peers. After participating in the research activities, respondents described a new sense of courage and freedom | A goal of the project was for young people to recognize the value of their voice and agency, which was built into activities and discussions with participants. Through this recognition, participating young people gained confidence to share their ideas and thoughts with the project team and other participants throughout the research process. Opportunities to share in a safe space through the project helped develop participants’ confidence to share with adults outside the project. TTP was facilitated in an inclusive, respectful, and sensitive way that was open to listening and hearing what and how young people wanted to share. In African culture, children are typically to be seen and not heard |
| Participating young people gain knowledge of truth commissions/transitional justice | Post-project Survey: Participants learned about other countries’ truth-telling processes, about what happened in the Ugandan conflict, where to go for support, and that they have the right to share their stories on their terms. | The project actively sought to improve participants’ knowledge of truth commissions and TJ processes. RLP is currently involved in a secondary school curriculum review at the national level in collaboration with the Ministry of Education to integrate TJ into the curriculum to expand the knowledge of truth-telling commissions and TJ processes to all young Ugandans |
| Participating young people recognize the value of their voice and agency in truth commissions/transitional justice processes | Post-project Survey: Participating young people reflected after the research process that they believed everyone should be given the opportunity to share their experiences and they felt that opportunities for (participation in) TJ now exist for them | The recognition of participating young people’s voices and agency in truth commissions was encouraged through active listening and facilitation of culturally sensitive, respectful, and inclusive activities by the TTP to reinforce the importance of their voices. The activities facilitated meaningful and safe processes to collect individual stories and accounts of their experiences. In African culture, children are typically expected to be seen and not heard |
| Young people are consulted by RLP on issues that affect them | Documents: RLP facilitated a workshop with government representatives, NGOs, academics, lawyers, and young people; the overall objective was to discuss and refine the draft TJ policy for Uganda. | The project’s strategic partnership with RLP demonstrated the value of and principles to apply when working with young people, which contributed to a shift in priority for the organization to engage young people. However, donor interests also influence how RLP functions as an organization as they are accountable to the funds they receive |
| National actors learn benefits of and how to engage young people | Interviews: The project was able to demonstrate the value of engaging young people regardless of the political situation by engaging with young people in a tense political climate on a sensitive issue. RLP led a line ministry training of government officials through which they channeled the research results in October 2013. Uganda’s national TJ policy was reviewed by 20 young people who participated in the project in a process led by CSOs including RLP and ICTJ. | TJ processes external to the project are ongoing in Uganda; for example, a TJ policy was under development and training workshops had been held with national actors. Relevant national actors present at a line ministry training workshop facilitated by a TTP partner organization to review Uganda’s TJ policy would have likely learned of the benefits of and how to engage young people through participating. The cultural stance in Uganda on young people is typically to be seen, not heard, a perspective prevalent across African culture |
| Young people are involved in a dialogue to review a draft national policy on truth commissions/transitional justice | Interviews: Partners discussed how the multi-stakeholder workshop and policy dialogue (which included young people who participated in TTP) led to the development of Uganda’s national TJ policy. | The policy dialogue was facilitated by one of the project partners. The dialogue involved some of the members of the young people’s advisory who participated in TTP and some members of the research team. The Justice Law and Order Sector struck a committee in 2007 to develop a national TJ policy for Uganda and was in the process of consultations to develop the framework during the project, indicating TJ policy was on the political agenda |
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