MACDI PARTICIPATED IN LEARNING COLLABORATIVE ON THEORY OF CHANGE
On July 24th, 2025, MARCDI took part in a dynamic Learning session on Theory of Change (ToC) organized by PRIA and RMU. MACDI is providing technical support for youth-led advocacy and accountability initiatives in inclusive education in Viet Nam. This webinar brought together project managers, practitioners, experts, and project implementers to deepen their understanding of ToC and explore its practical application for social change—specifically, in the context of advancing inclusive education.
The Theory of Change is a comprehensive methodology that articulates how and why a desired change is expected to occur within a specific context. It emphasizes not just the activities undertaken, but also the intended changes, including immediate outputs, medium-term outcomes, and long-term impacts. ToC encourages organizations to:
– Develop a vision of success grounded in real-world settings.
– Map critical actors and stakeholders who play a role in achieving that vision.
– Define concrete outcomes and preconditions required for sustainable change.
– Detail strategies and indicators to track progress and effectiveness.
– Address underlying assumptions that influence the change process.
Participants reviewed these dimensions, reinforcing the importance of intentional planning and robust evaluation to drive impactful social interventions.
During the webinar, MACDI staff actively shared insights and experiences from their ongoing initiatives to promote inclusive education across Viet Nam. Their contributions highlighted how ToC has become instrumental in shaping their strategy and implementation.
MACDI outlined a vision for “an inclusive, capable, and accountable education system that empowers every learner,” ensuring equitable access and meaningful participation for all children, including those with disabilities.
MACDI described how they used ToC to map out short-term and medium-term outcomes such as increased parental engagement, strengthened teacher capacity, and enhanced school accountability.
MACDI’s ToC enabled them to identify the preconditions necessary for systemic transformation—such as accessible learning resources, stakeholder collaboration, and capacity-building for teachers and administrators.
– The initiative was informed by multiple levels of learning (single, double, and triple loop), prompting ongoing reflection not only on what actions were being undertaken, but also why and how they aligned with the broader vision for inclusive education.
– The collaborative offered a platform to discuss underlying assumptions about community readiness, stakeholder engagement, and policy support. This fostered critical thinking and adaptability in project design.
The learning collaborative provided an valuable space for peer-to-peer exchange, enabling MACDI staff and other participants to: (1) Compare lessons learned about challenges and enablers in ToC development and application.(2) Explore tools for tracking outcomes and indicators relevant to inclusivity. (3) Strengthen confidence in leveraging ToC for broader advocacy and policy dialogue. (4) Discuss practical strategies for stakeholder engagement, data collection, and measurement of impact.
By engaging in the Learning Collaborative, MACDI’s staff has deepened its capacity to design, implement, and evaluate programs that foster inclusive education in Viet Nam. Their experience underscores the value of collaborative learning and reflective practice in driving forward sustainable social change. The Theory of Change remains a vital framework, helping organizations like MACDI and other CSOs to move beyond activities and focus on creating tangible, lasting impact for education development.
