Browsing by Author "CLEAR-AA"
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Item Item Item 2019 Annual Report(CLEAR-AA, 2020-05) CLEAR-AAWe work to improve the way M&E is done. We help strengthen the ability to plan, report on what is being achieved and assess results. This is known as evaluation capacity development. We work with policy makers, parliamentarians, academia and M&E networks and practitioners. CLEAR-AA is one of six regional centres housed in academic institutions across the globe. The other CLEAR centers are in Senegal, Mexico, India, China and Brazil, and we are supported by the CLEAR global Initiative in Washington, DC.Item Africa Evaluation Indaba(CLEAR-AA, 2020-10-07) CLEAR-AAItem African Monitoring and Evaluation Systems Workshop Report(CLEAR-AA, 2012-09) CLEAR-AADPME In partnership with the CLEAR Center for Anglophone Africa hosted the workshop to which four senior officials from each of the six participating countries were invited. Using open dialogue techniques, delegates delegates able to reflect on the African Monitoring and Evaluation Systems case studies, analyse M&E within their own country in terms of what was working well, and identify potential areas for learning and improvement. The workshop was attended by senior monitoring and evaluation officials from seven African case countries, as well as by experts from Colombia, Malaysia, theWorld Bank, the African Development Bank (AfDB), the African Evaluation Association (AfrEA) and the German Development Cooperation (GIZ). The workshop was facilitated by professional process consultants (Indigenous Peoples Knowledge).Item Annual Report 2021(CLEAR-AA, 2022-05-30) CLEAR-AAItem City Power Training Report(CLEAR-AA, 2017-02) CLEAR-AACapacity building is generally provided to help organizations to develop their own capacity to better fulfil their core functions, and achieve their own mission. It requires in depth reflection on organization’s culture, values and vision. The City of Johannesburg Metropolitan Municipality led by the Group Strategy Policy Communications and Relations (GSPCR) embarked on a city wide Monitoring and Evaluation capacity building programme which commenced in July 2016. This created some interest in the city as such private entities as ‘City Power’ wanted to go the same process with their staff (senior managers). Improve the organization’s overall performance and its ability to adapt itself within a changing context.Item CLEAR-AA 2022 Annual Report(2022-01-01) CLEAR-AAItem COMPASS: Tracking monitoring and evaluation developments in Anglophone Africa(CLEAR-AA, 2018) CLEAR-AAMuch of the existing literature around M&E and evaluation systems is based on European, North American and Latin American theory and practice, with little written about African M&E systems. For example, a study by the Organisation for Economic Cooperation and Development (OECD) (2016) explores evaluation systems in development cooperation focusing on 37 members of the Development Assistance Committee (DAC) Network on Development Evaluation (EvalNet) and nine multilateral organisations, including six development banks, the European Commission, the International Monetary Fund (IMF) and the United Nations Development Programme (UNDP). Another example is Rosenstein’s (2015) Mapping the Status of National Evaluation Policies in South Asia. The Compass offers a snapshot of developments in M&E in Anglophone African countries and is designed to inform CLEAR-AA and development partners’ understanding of M&E systems and planning for capacity development interventions in these countries, as well as contribute to public debate on the development of national M&E systems, institutionalisation of evaluation, and use of M&E evidence in the larger African context.Item DETPA 2020(CLEAR-AA, 2020) CLEAR-AAItem Developing a visibility strategy for the Tanzania Evaluation Association: Scoping Report(CLEAR-AA, 2020) CLEAR-AA; TANEAItem Embracing Evaluative Thinking for Better Outcomes: Four NGO Case Studies(2017) CLEAR-AA; InterActionThis study would not exist without the contributions of many people. First, we must acknowledge the input of the international NGO participants at the Sub-Saharan Africa Practitioner Workshop on Evaluative Thinking and Evaluation Use, which was organized and facilitated by the African Evaluation Association (AfrEA), the Centre for Learning on Evaluation and Results for Anglophone Africa (CLEAR-AA), and InterAction in Accra, Ghana, December 10-12, 2013.Item ETDP SETA Synthesis Report(CLEAR-AA, 2017) CLEAR-AAThe overall objective of this evaluation was to established the extent to which the ETDP SETA funded programmes implemented between 2011 and 2016 were effective. This means that the purpose of this evaluation was to determine whether the programme outcomes have been achieved, to assess the quality and relevance of the programmes and their efficiency. The first method of this evaluation applied in each phase was a graduate tracer study which sought to (a) locate graduates and establish from them the actual and perceived achievements of the programmes; and (b) determine what the outcome of the programmes have been for participants as well as the sectors where graduates are located. This evaluation was commissioned by the ETDP SETA for use in programme improvement, and to provide evidence toward policy recommendations in the future restructuring of the SETA.Item eVALUation Matters: Building supply and demand for evaluation in Africa(IDEV, 2018) CLEAR-AA; IDEV (Independent Development Evaluation African Development Bank)Evaluation plays a critical role in the effective implementation of good governance structures in Africa, in promoting accountability, learning, development effectiveness, and sustained and rapid economic growth. The lack of an evaluation culture hinders good governance based on evidence-informed decision-making. But creating an evaluation culture requires more than enacting a policy or even having an evaluation unit - there must be buy-in from government ministries and agencies, to parliaments, to the grassroots level. There must be a steady supply of high quality evaluations, and the demand for these evaluations in order to ensure their use. When decision-makers want to use evidence from monitoring and evaluation (M&E) systems to assist them in making choices, then there can be said to be a demand for M&E. On the supply side, when there is sufficient national capacity to supply M&E personnel / practitioners and information, and those in research and academia are improving on M&E methodologies, the same can be said of adequate national M&E supply.Item How to conduct Digital Merl in the time of COVID-19(CLEAR-AA, 2020-06) CLEAR-AA; MERL-TechThe COVID-19 pandemic has devastated the globe with its exponentially growing numbers of affected persons, crashing economies, and dwindling medical supplies. A great majority of the world is suffering the effects. COVID-19 has also brought drastic changes in how organizations operate due to travel restrictions, quarantine, and social distancing orders from governments who are desperate to slow the spread of the virus and lessen its impact.Item Indaba Competition Template(CLEAR-AA, 2022-11-14) CLEAR-AAItem A meta-analysis of South African education interventions(CLEAR-AA, 2017) CLEAR-AA; ZANEX FoundationThis aim of this meta-analysis is to explore the various contextual factors and design features that influence the magnitude of the effects reported in education impact studies. The meta-analysis investigates investors and policy-makers with a synthesis of 15 years of learning, in order to inform new programming, and improve efforts to address education challenges.Item PRiME: Progress Index for Monitoring & Evaluation(CLEAR-AA, 2017) CLEAR-AAMonitoring and evaluation systems in Africa are growing rapidly, but it has been difficult to understand the nature of this growth. This is in part because there are so many different ways to understand the components of a monitoring and evaluation system, and much more research is needed to better understand the causal factors driving change. The Progress index is making a first attempt at grappling with these definitional elements, by beginning to systemically track progress around certain components of national monitoring and evaluation systems in key countries in the region. The Progress Index for Monitoring and Evaluation is designed to capture progress on the development of country monitoring and evaluation systems in selected countries within Africa.Item Situational Analysis of the role of DPME and others(CLEAR-AA, 2017-12-08) CLEAR-AAThe aim of the study was to determine the extent to which selected national agencies/departments that have mandates to support local government promote evaluation practice, provide support to municipalities for the institutionalisation of evaluation and engage in evaluation capacity development with municipalities. The principal national agencies involved in supporting municipalities are the Department of Cooperative Governance (DCOG, part of the Ministry of Cooperative Governance and Traditional Affairs (COGTA), National Treasury and South African Local Government Association (SALGA). DPME aims to use the findings to identify opportunities and gaps in the existing institutional support system to metros. Further, the DPME will use the information to structure its own response to the increasing interest from metros in institutionalising evaluation.Item Staff of the African Agricultural Technology Foundation (AATF) Training Report(CLEAR-AA, 2017) CLEAR-AAThe course was delivered over five days (Monday to Friday) by two qualified and experienced M&E academics/facilitators using a combination of lecture, group work and practical exercises. The course made particular use of case studies to enhance and deepen learning. 1 Information on AATF programmes and projects source from http://www.aatf-africa.org/projects-programmes 2 Information sourced from AATF website (http://www.aatf-africa.org/about-us/governance/our-donors) 3 Performance Related Funding Indicators for Phase III of DFID support to the African Agricultural Technology Foundation. 4 Participants on CLEAR courses have been drawn from Botswana, Fiji, Ghana, Kenya, Lesotho, Malawi, Mozambique, Namibia, South Africa, Sudan, Swaziland, Tanzania, The Netherlands, Tunisia, Uganda, Vietnam, Zambia, Zimbabwe 7 Drawing on the Centre’s tried and tested approach to adult learning, participants were encouraged to share prior knowledge of the subject and to engage in peer learning to ensure that the knowledge acquisition process was both rich and contextually relevant. The training was participatory and practical in nature utilising real case studies developed in advance by facilitators and informed by the profile of participants drawn from across a range of participating countries.