Health service need refers to the essential care required to achieve optimal health outcomes within resource constraints. When necessary services to address identified health issues are not received, unmet needs arise. This research focuses on the determinants of unmet healthcare needs across the 34 countries within the European region from 2011 to 2019, focusing on Andersen's Behavioral Model's enabling factors. We employed a static and robust panel regression model using Stata 14.0 software. Key determinants analyzed include GDP per capita, urbanization rate, and physicians per capita. Findings reveal that lower GDP per capita and lower urbanization rates are significantly correlated with higher levels of unmet healthcare needs, highlighting income level and geographical accessibility as critical factors. Additionally, a higher number of physicians per capita is associated with reduced unmet healthcare needs, indicating the importance of healthcare resources in addressing healthcare access gaps. These findings underscore the importance of targeted healthcare policies that address income level, improve healthcare accessibility, and enhance healthcare resource allocation to reduce unmet healthcare needs effectively. These findings equip policymakers and administrators with empirically grounded insights to comprehend the factors contributing to unmet healthcare needs and to develop policies aimed at addressing this challenge.

This longitudinal study evaluated the effectiveness of Korea's 2007 employment protection legislation (EPL), aimed at mitigating labor discrimination against non-regular workers (NRW). Specifically, we use the Korean Workplace Panel Survey data from 2005 to 2013 and adopt a difference-in-difference methodology (DD) to explore whether establishment reduces the gap in training opportunities between NRW and regular workers (RW). Results show that compliance with government regulations depends on how business establishments react to the rules and the characteristics of these stakeholders. Overall, the 2007 reform partially improved the training opportunities in NRW. However, this positive outcome was mostly concentrated in companies with affluent resources or stronger bargaining power of NRW. Policymakers should consider in what context the policy works well and what factors may hinder its operation at the policy design stage.

Challenging behaviors (CB) are a frequent co-occurring problem in children with autism spectrum disorder (ASD) and hinder their response to recommended interventions such as early intensive behavioral intervention (EIBI). The Prevent-Teach-Reinforce for young children (PTR-YC) program was implemented to meet community-based EIBI educators' training and support needs in managing CB in their day-to-day work with families. Although this positive behavior support program has a strong empirical basis, its implementation by community-based educators has yet to be assessed from a systematic and structured program evaluation perspective. Using Chen's (2015) theoretical framework for program evaluation, this study assessed the quality of implementation of PTR-YC as perceived by 17 educators who received training and supervision on applying PTR-YC among families of children with ASD receiving EIBI services. Educators' post-intervention interviews and questionnaires were analyzed using the logical model for program evaluation to identify obstacles and facilitators to the implementation of PTR-YC.

The present study aims at ideating a quantitative protocol to evaluate effectiveness of training programmes especially meant for farmers, farm women, and rural youth. The specific objective was to develop a robust framework for measuring the effectiveness of rural training programmes organized by the Farmers Training Centres (FTCs) of India. Kirkpatrick's training evaluation model provides us the foundation to design a four-dimensional composite framework based on range-based indicator normalization, principal component analysis based indicator weight estimation, and rank correlation based framework sensitivity testing. We used cross-sectional primary data generated through household survey and personal interviews with randomly selected one thousand trainees to test and validate our proposed protocol. Applying it on our evaluation target we find that the degree of effectiveness of the training programmes varies; one in every four training programmes may not be effective. Trainees' reactions on various aspects of the training programmes may have positive and significant influence on learning. Training outcomes may be linked with the trainees' post-training changes in behaviour. A sensitivity test confirms that the proposed framework is not susceptible to changes in weighting schemes, implying robustness of indicator selection. The findings offer dissection of individual training programmes guiding policy decisions for a training organization. The proposed framework enriches the Kirkpatrick's training evaluation model by offering standardized indicators for training effectiveness evaluation.

Research-based learning models, particularly interdisciplinary programs, are crucial in promoting STEM skills and fostering positive attitudes among students. This study presents a meta-analysis evaluating the impact of a chemistry-based interdisciplinary research experience program on high school students in Qatar. Over ten cohorts from 2010 to 2020, 230 students participated in multidisciplinary, hands-on research experiences. The study used pre-post questionnaires and t-test analyses, with further meta-analysis conducted using Comprehensive Meta-Analysis (CMA) software to evaluate the program's effectiveness in shaping STEM attitudes. Significant findings emerged, with a notable large effect size (Cohen's d = 0.885), underscoring the program's efficacy in bolstering positive STEM attitudes among students. The study observed that research complexity and gender do influence the outcome of the program, aligning with the tenets of Social Cognitive Theory, which posits that both individual and contextual elements are influential in attitude formation and learning processes. Conclusively, the research substantiates that interdisciplinary, experiential learning significantly heightens student interest in STEM fields. It also points to the potential benefits of further explorations into the nuances of gender disparities and the complexity of research in enhancing the scope and impact of such educational programs.

The concept of viable validity was first defined in 2010 within the framework of the integrative validity model. The concept has continued to evolve in the intervening years, and the purpose of this systematic scoping review is to describe and analyze the ways in which it has been deployed and appropriated by various research traditions.

Solar photovoltaic (PV) products have emerged as a promising solution to address environmental and green energy issues in light of increasing concerns about carbon emissions, environmental awareness, and renewable energy. This research uses the value-based adoption model (VAM) to examine how perceived benefits and sacrifices impact the adoption intention of PV technology. It additionally explores the role of familiarity with the service as a moderator and its impact on perceived harm risk, perceived value, and adoption intention. The results reveal that economic and environmental benefits significantly influence perceived value, while perceived financial and harm risks also play substantial roles in shaping perceived value. Moreover, the study shows a positive relationship between perceived value and the intention to adopt solar PV and also suggests that familiarity with solar services moderates the relationship between perceived harm risk and perceived value. These insights are valuable for policymakers and energy companies seeking to understand consumers' perspectives better and increase their intentions to adopt PV technology.

A rational evaluation of the rural credit environment's current state and identification of its critical issues are crucial for enhancing the construction of rural social credit systems. Drawing on the "Outline for the Construction of the Social Credit System (2014-2020)" and related literature, this paper clarifies the concepts and measurement principles of the rural credit environment. This study innovatively constructs an evaluation framework for the rural credit environment and conducts quantitative measurements and statistical analyses using a combined weighting method to delineate the environment's current state. Using Banqiao Town as a case study, this paper employs the cloud model to evaluate the rural credit environment's quality levels and to identify key factors influencing its quality effectively. From a macro perspective, statistical measurements and index analyses establish evaluation standards and quantify the state of the rural credit environment. In contrast, from a micro perspective, case analysis focuses on evaluating the quality levels and identifying crucial issues in specific locales. Integrating macro and micro perspectives offers a novel approach to evaluating the rural credit environment, offering theoretical approaches and practical strategies for promoting a favorable credit environment and advancing the construction of rural social credit systems in China.

The National Education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century.

This paper presents an outcomes assessment carried out in an 84-bed long-term shelter for homeless men in Brussels. In the context of increasing Housing First studies, it investigates an instance of the traditional "treatment first" model and provides a new Belgian case study. Adopting a multidimensional approach, it aims to better understand what impact an average stay in a long-term shelter has on its residents. The assessment investigated several outcomes-income and housing, physical and mental health, life skills, social and assistance network-and relied on a participative mixed-method design. Although the shelter mission is broad and ambitious (i.e. autonomy, global well-being and reintegration into society), the assessment results show that the shelter struggles to have positive effects on the residents beyond the provision of basic care (a roof, food, administrative support) and that the stress felt by the residents even tends to increase during their stay. Several recommendations collectively emerged from the assessment: individualizing shelter support and making it evolve during the stay, reducing the size of the shelter while at the same time fostering community living, developing partnerships. At the public policy level, we would recommend revising the mission of long-term shelters in accordance with their means.

Descriptions of service development processes in the youth mental health sector are lacking. Further, youth with lived experience of mental illness are rarely involved in service design. Intervention Mapping (IM) is a well-established framework for program development, implementation and evaluation, yet its applicability in the youth mental health sector is unknown. This paper describes the use of IM methodology to co-design and develop a psychosocial service to support youth aged 10-25 years experiencing mental illness in Tasmania, Australia.

In recent years, there has been increased focus on strategic learning from impact analysis, including in the field of science, technology, and innovation. In this paper, we propose combining techniques from two fields of study. Firstly, we adopt the approach of addressing impact through productive interactions between science and society, and secondly, we incorporate an anticipatory dimension by integrating game analysis involving key actors. Through a theory-driven evaluation design, we consider expected impacts as promises of the future. Within an anticipatory perspective, the future can be shaped by the interactions among different actors in the present. In this article, we apply this approach step-by-step to a research institute program in Uruguay. We demonstrate how the achieved results offer strategic insights to the program manager for anticipating and attaining the desired impacts. Additionally, we provide summative inputs for accountability using a flexible technique applicable at any stage of the program life cycle. The article concludes with a discussion of the advantages and disadvantages compared to other techniques, along with lessons learned that may benefit other evaluators seeking to replicate this approach. Furthermore, we explore potential extensions and opportunities for further improvement in this research.

This literature review offers a comprehensive overview of the use of evaluation criteria across five policy fields: social services, land-use planning, teaching in higher education, vocational education, and the environment. Though it is a key part of the evaluation process, the question of how criteria are defined, chosen, and applied generates surprisingly little debate among the evaluation community. In evaluation practice, criteria are often taken for granted - and occasionally even used in ways that are neither explicit nor transparent. This cross-field literature review shows a strong presence of routinized evaluation criteria (relating to the specifics of each policy field), while some new sets of higher-degree criteria also emerge in the face of social challenges relating to sustainability, public acceptance, or social justice. Criteria development draws on both inductive bottom-up processes (which can include policy stakeholders) and top-down deductive processes (which derive criteria from the literature, as well as from national and international standards). A more profound reflection on evaluation criteria (that is, the dimensions used by societies to assess the success of policy interventions) might be required in the future of evaluation research and planning; a deeper cross-field dialogue could support this endeavor.

The purpose of this article is to develop a theoretical framework that identifies the intangible aspects that can be managed and contribute to the value creation for organizations. The theoretical framework was developed based on a systematic review performed according to a protocol that proposes steps to identify the intangible aspects present in the scientific literature. Mendeley software assisted in organizing and reading the 3152 articles identified by the systematic review. The results of the article propose a classification of intangible aspects identified in levels that collaborate with the value creation in organizations. The first and main group being called FPVs, encompassing: reputation, innovation, performance, legitimacy, and knowledge. Strategically, the FPVs are subdivided into 15 CSFs, that cover the other 35 intangibles perceived in the studies, called Indicators and that can be managed. The results of the article provide theoretical and managerial implications and can be used by the academic community and by managers of industrial organizations. The results present reflections on how intangible aspects are present in research and the management of organizations. Furthermore, the literature review proves the importance of analyzing and monitoring intangible aspects nowadays.

Language is critical in evaluation. It influences understanding of goal attainment, judgments made about the quality of a program, interactions between stakeholder groups, interpretation of findings, and future actions. This paper reports research on language that unearths complexities related to the agenda of diversifying STEM and the utilization of evaluation in achieving its goal through an examination of STEM education evaluators' conceptualizations of diversity, equity, and inclusion and the implications for their practice. Data was collected via semi-structured interviews. Findings revealed (1) the multifaceted nature of terms such as equity, diversity, and inclusion, (2) the role of an evaluator is not singular, and (3) the importance of surfacing the ways in which language is both value-laden and socially shaping for potentially disrupting one's knowledge of status quo injustices.

Formal criminogenic risk tools can be an important control in assessing racial inequities in access to treatment courts and in evaluating both proximal and distal outcomes from those programs. To achieve this potential, however, it is important that risk tools themselves operate in a racially neutral fashion and that they operate consistently over the period assessed. Tools that are not properly calibrated by race and changes in the tools used over the life of a program are therefore significant evaluation concerns. Our paper is the first to assess the adequacy of an important risk-needs instrument, the LSI-R, across racial groups in a drug treatment court setting. The main contribution of the current study is not as a test of that instrument, which has been widely studied in other settings. Rather, because two different criminogenic risk tools were used over the study time period, we took this opportunity to explore the use of a readily constructible "proxy" measure of risk to support analysis of risk and race interactions over the life of the program.

A significant amount of money ($1.76B annually in the United States) is spent on workforce development programs, while there is limited research on the effectiveness of workforce development programs in meeting their program objectives and assisting program participants in attaining employment. This study evaluated the New Choices Program, a workforce development program offered by PA Women Work, to help its clients obtain employment and overcome personal and professional barriers. The program has historically been offered in a 30-hour in person format but was forced to be modified to a 10-hour virtual program when the COVID-19 pandemic restrictions began. This program evaluation included a comparative analysis of the perceptions of participants in the 30-hour in person program and the 10-hour virtual program. It was found that participants in both the 30-hour in person program and 10-hour virtual program perceived the program positively, experienced an increase in self-confidence and belonging, which led to either obtaining employment or being better prepared for the job search process. The data will help inform the New Choices program stakeholders on programmatic improvements and how best to structure the program in the post-pandemic employment world.

Arts-based evaluation is an effective and fun way to engage people and uncover meaningful, valid results. In this project, an arts-based approach was used to gain an understanding of the effects the Communities ChooseWell Program has had according to the Champions' experiences. We wanted to identify what changes, if any, has Communities ChooseWell fostered through the past 10 years? This evaluation was completed using an arts-based approach which allowed us to explore varied long-term effects in different contexts. The creative process allowed for an open approach not predetermining the nature of potential effects. It also gave the participants space to identify what matters the most according to the ChooseWell Champions. This evaluation was in addition to evaluation requirements from the ChooseWell programs funder. In this article we will first present the context of evaluation and state our positionality. We will then present the methodology and methods. Finally, we will present and discuss the results and recommendations.

Creating sustainable change and fostering collaborative relationships between researchers and stakeholders is a recognized challenge in the field of evaluation. Identifying programme purpose, cultural context, potential challenges, and engaging stakeholders before an evaluation can produce responsive and impactful evaluations. This paper discusses implementing a targeted scoping study within the framework of rapid qualitative research and evaluation. A scoping study enables collaborative decision-making on evaluation priorities, and functions as an evaluability assessment in time-sensitive contexts. In our experience, a scoping study can be carried out in as little as five days or as long as six weeks. It is timely to revisit the question of what factors influence evaluation outcomes, a scoping study can be used to support an evaluation, address access to data and research, and strengthen communication channels. The methodological approach was used to co-produce an evaluation with an NGO that accurately reflected their needs, recognizing possible challenges and solutions.

We conducted a needs assessment evaluation as part of a community effort to plan tailored responses to reduce gun violence in a midwestern town. Various data sources were used to analyze factors leading to gun violence. The results guided the creation of evidence-based response strategies. Study findings demonstrate that even in a small town, the nature and drivers of gun violence vary considerably at the micro level and thus should be examined at this level. In this paper, we present the recommendations that followed from our study, not as solutions for other jurisdictions to adopt on their face, but rather as an example of 1) the types of solutions that follow from a thorough analysis of a local problem, and 2) a plethora of potential responses by social institutions. The goal of the paper is to provide an example process for policymakers from jurisdictions of various sizes and locales of the application of a problem-oriented approach to understanding and preventing gun violence. Undertaking a comprehensive, micro-focus to analyze the gun violence problem and its drivers in a jurisdiction provides essential information to guide the formulation of tailored, evidence-based responses.

The second phase of the U.S. President's Emergency Plan for AIDS Relief (PEPFAR) transitioned from scaling up HIV prevention and treatment to promoting sustainability and capacity building for programs monitoring performance and evaluating key program indicators. We assessed the success of a monitoring and evaluation (M&E) curriculum designed to build capacity in three PEPFAR-supported countries.