The African M&E Hub

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https://wiredspace.wits.ac.za/handle/10539/27946

The Centre for Learning on Evaluation and Results in Anglophone Africa (CLEAR-AA) is one of the six regional centers housed in academic institutions across the globe. We work to improve the way in which monitoring and evaluation is done in the Anglophone Africa region. We help clients and governments build capacity at national, regional, and local levels to measure development progress and outcomes, strengthen evidence-based policy-making, and increase government accountability and transparency.

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Twitter: @CLEARAA1 LinkedIn: CLEAR Anglophone Africa Facebook: CLEAR Anglophone Africa

Website: http://www.wits.ac.za/clear-aa

CLEAR.AnglophoneAfrica@wits.ac.za

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Now showing 1 - 20 of 107

2016 Annual Report
(CLEAR-AA, 2016) 2016 Annual Report
2016 Annual Report
2017 Annual Report
(CLEAR-AA, 2017) CLEAR-AA
2017 Annual Report
2017 CSI Handbook – 20th Edition
(Trialogue Publication, 2017)
Chapter 4: Local and global perspectives Criteria for determining strategic CSI and a profile of the recipient of the Trialogue Strategic CSI Award 2017, insights from The Trialogue Business in Society Conference 2017, key findings from CSI research conducted in Ghana and Kenya, and trends in global corporate giving.
2018 Annual Report
(CLEAR-AA, 2018) CLEAR-AA
Annual Report for the 2018
2019 Annual Report
(CLEAR-AA, 2020-05) CLEAR-AA
We 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.
Adaptively managing Climate Change: The case of building food security resilience in Tanzania, Uganda and Zambia
(CLEAR-AA, 2021-04-16) CLEAR-AA
Advancing Evidence-Based Practice for Improved Public Sector Performance: Lessons From the Implementation of the Management Performance Assessment Tool in South Africa
(Journal of Public Administration, 2017-12) Dr Tirivanhu, Precious; Dr Olaleye, Wole; Ms Bester, Angela
Enhancing public sector performance is on the agenda of most governments. In South Africa, as the analysis of the literature indicates, there is a dearth on studies that systematically assess the implementation of public sector performance improvement tools. This article is based on the study that explores the implementation of the Management Performance Assessment Tool (MPAT) within the South African public sector for the period 2011-2016. It borrows from implementation science and assesses the critical components in the implementation process. It utilises a secondary data review, experiential knowledge from action research and semi-structured interviews. The critical implementation components are outlined and lessons from the implementation process are drawn to inform future practice.
Africa Evaluation Indaba
(CLEAR-AA, 2020-10-07) CLEAR-AA
African Monitoring and Evaluation Systems Workshop Report
(CLEAR-AA, 2012-09) CLEAR-AA
DPME 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).
African Monitoring and Evaluation Systems: Exploratory Case Studies
(CLEAR-AA, 2012-09) Porter, Stephen; Djidjoho, Aristide N.; Houinsa, David G; Amoatey, Charles; Machuka, Samson; Okumu, Boscow W.; Muteti, Francis; Simwa, Vivienne C.A; Himbara, David; Momar, A. Ndiaye; Boubacar, A.W; Latib, Salim; Goldman, Ian; Byamugisha, Albert; Asingwire, Narathius
This publication is comprised of six monitoring and evaluation (M&E) case studies from Benin, Ghana, Kenya, Senegal, South Africa, and Uganda. Together these case studies formed the basis of discussion at an African M&E Systems Workshop held in March 2012, in Pretoria, South Africa. While the individual case studies detail learning from specific African country contexts, the accompanying synthesis paper entitled The Growing Demand for Monitoring and Evaluation in Africa captures some of the broader trends and issues that are emerging across the cases. So why African M&E case studies? Although prior studies do exist, the African governance terrain is changing rapidly; governments are responding to increased demand for results and accountability from citizens, and M&E systems are evolving to generate information that can be used by civil society, the executive, and the legislature. As a pan-African community of practitioners, substantive case studies are needed to provide an evidence base for learning from each other’s experience. The case study exercise itself grew out of cooperation at Ministerial level between Burundi and South Africa. Minister Chabane subsequently tasked the Department of Performance Monitoring and Evaluation (DPME) in the South African Presidency, to undertake a learning event on M&E systems across a range of African countries. In partnership with the Centre for Learning on Evaluation and Results (CLEAR) housed at the Graduate School of Public and Development Management at the University of the Witwatersrand, Johannesburg, the DPME hosted a conference to which four senior officials from each of the six participating countries were invited. Using open dialogue techniques, delegates were able to reflect on the 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 event concluded with a call for further exchange opportunities, and a deepening and widening of cross-country learning. The case studies should not be read as definitive diagnostics on the state of M&E in the countries concerned, but rather as first steps in building an evidence-based approach to M&E across the continent. More importantly, they represent a commitment from government practitioners to reflect and learn from the practice of M&E, and establish local solutions to M&E challenges confronting African countries
African Parliaments: Evidence systems for Governance and Development (vol 1)
(Sun Press, 2021-06-01) CLEAR-AA
African Parliaments: Systems of Evidence in Practice (vol 2)
(Sun Press, 2022-01-20) CLEAR-AA
African Review of Economics and Finance Conference
(AREF Consult and Wits Business School, 2018) Professor Alagidede, Paul; Associate Professor Obeng-Odoom, Franklin; Dr Mensah, Odei Jones
This paper endeavours to examine the impact of FDI on income distribution in South Africa. The study utilized annual time series data covering the period 1970–2016, and employed an Auto-Regressive Distributed Lag Model (ARDL) and the error correction method (ECM) to investigate the long –run and the short-run parameters between the observed variables. The regression results suggest a long-run cointegration relationship among the variables. While FDI, education, domestic investment and trade openness have negative and statistically significant coefficients which suggests that these variables reduce income inequality in South Africa in the long run; financial development has a positive and a statistically significant coefficient and this implies that there is still a gap between the rich and the poor as far as access to credit markets is concerned, and this aggravates income inequality. This study recommends that more investment-inducing activities for both domestic and foreign investments be encouraged in parallel with increased investments in human capital development, as well improved access to capital markets through allowing the poor to invest in high return investments in order to achieve inclusive economic growth.
Akonta: Examining the epistemology and ontology of Made in Africa Evaluation
(African Evaluation Journal, 2022-09-13) Mjiba Frehiwot
This article interrogates the epistemology and ontology of Made in Africa evaluation (MAE). Since the initial conversations about MAE as a method and theory in 2007, its importance has continued to gain traction and occupy space as a viable alternative to strictly using evaluative tools developed outside of Africa. The epistemology and ontology of MAE are rarely a part of discussions, debates and research, these are regarded as auxiliary to internationally recognised methods and theories. The ability of MAE to be imagined by evaluators, academics and the community strengthens its ability to operate in multiple communities across Global Africa
Annual Report 2021
(CLEAR-AA, 2022-05-30) CLEAR-AA
Approaches to embedding indigenous knowledge systems in Made in Africa Evaluations
(African Evaluation Journal, 2022-09-13) Nedson Pophiwa; Umali Saidi
This article calls for enrichment of the MAE in setting the agenda and bring agency to evaluation practices in Africa against centuries of unsustainable developmental practices that continue to underdevelop the continent. In this article, the authors make a case for weaving indigenous knowledge systems (IKS) with monitoring and evaluation of interventions targeted at communities on the African continent. Current efforts do not make explicit reference to indigenous knowledge in Made in Africa Evaluation (MAE). Indigenous knowledge systems are implied as the defining aspect of MAE, being called upon to be fused with existing evaluation systems and practices in order to enhance evaluation in African communities.
Assessing Evaluation Education in African Tertiary Education Institutions: Opportunities and reflections
(South African Journal of Higher Education, 2018) Dr Tirivanhu, Precious; Dr Chirau, Takunda; Ms Waller, Cara; Mr Robertson, Hanlie
The demand for knowledge from evaluations to inform evidence-based policy making continues to rise in Africa. Simultaneously, there is increased recognition of the role tertiary education institutions can play in strengthening evaluation practice through high quality evaluation education. This article investigates the status quo of evaluation education in selected tertiary institutions in Anglophone African countries. The article utilizes a mixed methods research methodology that blends secondary data review, an online survey using a structured questionnaire and two regional workshops. Data was collected from 12 Anglophone African tertiary education institutions. Findings indicate that evaluation education in Anglophone African tertiary institutions is mostly in the nascent stages and there are mixed feelings on the appropriate entry levels (undergraduate or postgraduate). The study highlights the need for developing a specialized evaluation curriculum as evaluation education still borrows from theories and methodologies from the North. Institutional, operational and policy-related challenges are highlighted as well as the potential for collaboration among various stakeholders in strengthening the design and implementation of evaluation education. Key tenets for strengthening evaluation education are highlighted and discussed.
Assessing gender responsiveness of the Government-wide Monitoring and Evaluation System in South Africa
(Development Southern Africa, 2017-11-11) Dr Tirivanhu, Precious; Mr Jansen van Rensburg, Mandri
There is growing recognition of the critical role that National Monitoring and Evaluation Systems can play in achieving sustainable development through enhancing effectiveness, efficiency and sustainability of policies and programmes. The South African government legislated the Government-wide Monitoring and Evaluation System (GWMES) in 2009. The extent of gender responsiveness of the system has not been assessed yet gender mainstreaming ensures that gender needs, realities and issues are consistently and specifically considered in policies, programmes and projects. The study utilises data from document reviews and key informant interviews to assess gender. mainstreaming in the National Evaluation Policy (NEP) and the GWMES using a gender diagnostic matrix. Results indicate that the GWMES and NEP rank low in most gender-mainstreaming dimensions. However, the study concludes that existing policies and institutional frameworks if well supported by multiple stakeholders are conducive for effective gender mainstreaming within the GWMES in South Africa.
Building National Evaluation Systems: the Role of Development Partners
(CLEAR-AA, 2022-06-04) Morkel, Candice
There has been significant growth in the efforts to establish M&E systems and functions in governments, particularly in the Global South. Countries, such as South Africa, Tanzania and Uganda (amongst others), have built M&E systems to assess various strategies and national development plans (CLEAR-AA 2013). One of the reasons for this is the pressure on governments to implement their Sustainable Development Goals (SDGs), and report on their performance in the periodic Voluntary National Reviews (VNRs) presented by Heads of State to the High-Level Political Forum at the annual United Nations General Assembly (United Nations c. 2020). One of the effects of the growth in M&E systems is a shift from accounting for budget expenditure to a focus on the achievement of development results, which is a welcome development. Monitoring and evaluation now needs to be located in the broader discourse around sustainable development and the achievement of systemwide development.
Can massive open online courses fill African evaluation capacity gaps?
(African Evaluation Journal, 2019-06-26) Caitlin, Blaser Mapitsa; Linda, Khumalo; Hermine, Engel; Dominique, Wooldridge
Theory of Change for Development is a free online course developed at an African institution to strengthen evaluation capacity in the region. Massive Open Online Courses (MOOCs) provide a platform for building skills at scale in the region. Scholars of evaluation have long pointed to a gap between supply and demand that frustrates both evaluation practitioners and commissioners. This article explores the possibilities and limitations of MOOCs to bridge this gap.

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