Journal articles

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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
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.
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.
Country-led monitoring and evaluation systems through the lens of participatory governance and co-production: Implications for a Made in Africa Evaluation approach
(African Evaluation Journal, 2022-09-13) Candice Morkel; Adeline Sibanda
This article explores how localised approaches to governance (merged with co-production) could ensure that evaluation systems are liberatory if they are endogenous and indigenous in their design and respond to the needs of citizens (rather than serving an upward accountability agenda). The history of evaluations on the African continent can be linked to the introduction of upward systems of accountability resulting from the rapid introduction of international aid programmes for the (re)building of African states during the post-independence era. Results-based management and monitoring and evaluation (M&E) became commonplace, the features of which continue to imbue national M&E systems across the continent. These systems, if not intentionally so designed and implemented, are not particularly focused on learning for course-correction and performance improvement from the perspective of citizens. Conducting evaluations, in particular, is often based on the need for accountability to funders or decision-makers, as opposed to downward accountability to the public and intended beneficiaries of the interventions.
Decolonising and indigenising evaluation practice in Africa: Roadmap for mainstreaming the Made in Africa Evaluation approach
(African Evaluation Journal, 2022-08-22) Dr. Dlakavu, Ayabulela; Mathebula, Jabulani; Mkhize, Samukelisiwe
Decolonisation is a concept that has taken on multiple layers since the end of colonisation and the onset of independence in the Global South. More than ever before, decolonialism, decoloniality and indigenisation have moved to the centre of intellectual inquiry across the broad spectrum of human activity: knowledge production, education, academic disciplines, professions, political life and economic organisation. The evaluation profession and fraternity has also been grappling with the idea of decolonising and indigenising its ontological, epistemological and methodological foundations, which are essentially rooted in the Global North development theory, practice and knowledge systems. This article endeavours to provide recommendations on how to make the Made in Africa Evaluation (MAE) paradigm practical (applicable) for evaluators in Africa, based on decolonisation and indigenisation methodological prescriptions. The results: the emergent practice of evaluation is only experiencing decolonial scrutiny in the 21st century. In the African context, the MAE paradigm appears to be the continent’s decolonisation and indigenisation project for the evaluation fraternity.
A descriptive narrative on the current situation against the gold standards regarding institutionalisation of national monitoring and evaluation system for Botswana and Zimbabwe
(African Evaluation Journal, 2022-09-13) Panganai F. Makadzange
To explore the current standing of Zimbabwe and Botswana against the gold standards of institutionalisation of national M&E systems. Literature demonstrates that when it comes to institutionalising national monitoring and evaluation (M&E) systems, some African countries such as South Africa, Benin and Uganda are quite advanced. In the new millennium, more countries such as Zimbabwe and Botswana engaged in similar processes. However, there is still little documentation on such processes. This article thus attempts to bridge the documentation gap
Designing diagnostics in complexity: Measuring technical and contextual aspects in monitoring and evaluation systems
(African Evaluation Journal, 2017-04-28) Caitlin, Blaser Mapitsa; Marcel T., Korth
This article emphasizes the importance of reflecting on the methods employed when designing diagnostic tools for monitoring and evaluation (M&E) systems. It sheds light on a broader debate about how we understand and assess M&E systems within their political and organisational contexts.
Diagnosing monitoring and evaluation capacity in Africa
(African Evaluation Journal, 2018) Caitlin, Blaser Mapitsa; Linda, Khumalo
Since 2015, the Centre for Learning on Evaluation and Results-Anglophone Africa (CLEAR-AA) has implemented more than seven diagnostic tools to better understand monitoring and evaluation (M&E) systems in the region. Through the process of adapting global tools to make them more appropriate to an African context, CLEAR-AA has learned several lessons about contextually relevant definitions and boundaries of M&E systems.
The effect of Public procurement on the functioning of a National Evaluation Systems: The case of South Africa
(International Journal of Social Sciences and Humanity Studies, 2020-01) Dr. Kithatu-Kiwekete, Angelita; Dr. Phillips, Sean
The practice of evaluation is gaining importance across governments in Africa. Country-driven evaluation should enhance the government’s capacity for accountability, knowledge management, performance, as well as improved decision making. Countries that have implemented national evaluation systems include Benin, Uganda, and South Africa. Emerging research tends to focus on methodologies or sector-specific aspects of evaluation. This article examines the specific challenge of public procurement for conducting evaluations as knowledge-based services. The article is based on a baseline study. The methodology for the study involved a literature review; in-depth interviews; focus groups with government officials, evaluation suppliers, trainers, and non-governmental organisations (NGOs); a root-cause analysis workshop; and an online survey with both clients and suppliers. The findings are that the quality of government procurement and supply chain management is a major factor that affects the supply of evaluators. The article concludes by offering recommendations to enhance the process of public procurement.
The effects of coloniality and international development assistance on Made in Africa Evaluation: Implications for a decolonised evaluation agenda
(African Evaluation Journal, 2022-09-13) S. Linda Khumalo
This article critiques the dominance of a Eurocentric lens to evaluation in Africa, illustrating how this impedes MAE. It harnesses the importance of MAE as a transformative, contextually relevant approach to espousing Afrocentric values in evaluation theory and practice. It is imperative to recognise the effects of the intrinsically Eurocentric development agenda on attaining transformative evaluation that appropriately addresses development priorities in Africa. The role of international development agencies as critical anchors in African evaluation practice needs examination to advance the Made in Africa Evaluation (MAE) discourse.
The emergence of government evaluation systems in Africa: The case of Benin, Uganda and South Africa
(African Evaluation Journal, 2018-03-29) Ian, Goldman; Albert, Byamugisha; Abdoulaye, Gounou; Laila R., Smith; Stanley, Ntakumba; Timothy, Lubanga; Damase, Sossou; Karen, Rot-Munstermann
Evaluation is not widespread in Africa, particularly evaluations instigated by governments rather than donors. However since 2007 an important policy experiment is emerging in South Africa, Benin and Uganda, which have all implemented national evaluation systems. These three countries, along with the Centre for Learning on Evaluation and Results (CLEAR) Anglophone Africa and the African Development Bank, are partners in a pioneering African partnership called Twende Mbele, funded by the United Kingdom’s Department for International Development (DFID) and Hewlett Foundation, aiming to jointly strengthen monitoring and evaluation (M&E) systems and work with other countries to develop M&E capacity and share experiences.
Evaluation 2 – Evaluating the national evaluation system in South Africa: What has been achieved in the first 5 years?
(African Evaluation Journal, 2019-08-28) Ian, Goldman; Carol N., Deliwe; Stephen, Taylor; Zeenat, Ishmail; Laila R., Smith; Thokozile, Masangu; Christopher, Adams; Gillian, Wilson; Dugan, Fraser; Annette, Griessel; Cara, Waller; Siphesihle, Dumisa; Alyna, Wyatt; Jamie, Robertsen
South Africa has pioneered national evaluation systems (NESs) along with Canada, Mexico, Colombia, Chile, Uganda and Benin. South Africa’s National Evaluation Policy Framework (NEPF) was approved by Cabinet in November 2011. An evaluation of the NES started in September 2016.
Evaluation capacity assessment of the transport sector in South Africa: An innovative approach
(African Evaluation Journal, 2017-05-31) Basia D., Bless; Khotso, Tsotsotso; Eden K., Gebremichael
This article was based on the study on the assessment of evaluation capacity in the transport sector in South Africa. The purpose of the study was to test the Six Sphere Framework (SSF), which is an innovative evaluation capacity diagnostic tool developed by the Centre for Learning on Evaluation and Results (CLEAR-AA) based in South Africa.
Gender responsiveness diagnostic of national monitoring and evaluation systems – methodological reflections
(African Evaluation Journal, 2017-04-26) Caitlin, Blaser Mapitsa; Madri S., Jansen van Rensburg
This article reflects on the implementation of a diagnostic study carried out to understand the gender responsiveness of the national monitoring and evaluation (M&E) systems of Benin, South Africa and Uganda. Carrying out the study found that the potential for integrating the cross-cutting systems of gender and monitoring and evaluation (M&E) are strong. At the same time, it highlighted a range of challenges intersecting these two areas of work. This article explores these issues, which range from logistical to conceptual.
Hauwezi kuvuka ziwa hadi uwe na ujasiri wa kutouona urefu wa pwani: Made in Africa Evaluation as courageous conversation
(African Evaluation Journal, 2022-09-13) Antony B. Maikuri; Vidhya Shanker; Rodney K. Hopson
This article elaborates on the implications for Made in Africa Evaluation (MAE) of the results of previous research that the authors conducted on harm and the monitoring and evaluation (M&E) cycle, specifically the connection that the previous study’s participants drew between care and courage. The Kiswahili proverb that serves as the title of this article translates into English as, ‘You can never cross the ocean until you have the courage to lose sight of the shore’.
Institutionalising the evaluation function: A South African study of impartiality, use and cost
(Elsevier, 2019-05-03) Caitlin, Blaser Mapitsa; Dr Takunda, Chirau
Purpose: This article explores the implications of outsourcing the evaluation function in South Africa, a context where there is a mismatch between evaluation supply and demand. It unpacks the tradeoffs between internal and external evaluation, and challenges some commonly held assumptions about both. Approach: Based on experiences as an internal evaluator, external evaluator, evaluation manager, and building evaluation capacity, the author explores how each role changes when evaluation is a scarce skill, and looks at implications outsourcing has for both the organization, and the evaluation. Findings: The purpose of the evaluation must drive the decision to outsource. However, with changing models of collaboration, there may be hybrid options that allow organizations to build evaluation capacity. Practical implications: Organisations are faced with a trade-off between commissioning an evaluation, and building internal evaluation capacity. To better understand each approach, it is important to consider the purpose and context of the evaluation. This shifts some commonly held assumptions about internal and external evaluations. Re-examining these assumptions will help organizations make a more informed decision about an evaluation approach. Originality/value: The field of evaluation is particularly concerned with evaluation use. Most of the literature on this has focused on the approach of individual evaluators, and insufficient attention has been paid to the institutional architecture of the evaluation. This article considers how some of the organisational structures around an evaluation contribute to evidence use, and the case study of South Africa also shifts the focus to the central but overlooked role of context in the debate.
Made in Africa Evaluation
(African Evaluation Journal, 2022-09-13) Mark, Abrahams; Candice, Morkel; Steven, Masvaure
The CLEAR-AA commissioned the African Evaluation Journal MAE Special Collection in response to the growing need for literature and tools for MAE. As part of the centre’s ongoing engagement in the development of M&E systems across Africa, CLEAR-AA is confronted with the challenge laid down more than a decade ago at a gathering of the African Evaluation Association (AfrEA) to develop MAE as a uniquely African approach to evaluation. The AfrEA gathering of evaluation leaders, scholars and practitioners felt that the MAE approach would counter the Western epistemological dominance in evaluation practice in Africa. As a concept, MAE seeks to identify and develop a uniquely African approach to evaluation. The debate around Made in Africa Evaluation (MAE) is a timely one, which urges M&E professionals in Africa to reflect on their profession and their practices. It asks the question: what does it mean for evaluation to be rooted in the African context? It acknowledges the colonial and precolonial African history, the resulting governance systems, the inequalities, the gender concerns, the multiple worldviews informed by traditionalism and the conflicting norms, values and diverse cultural nuances of the African context. The debate further demands clarity about the theoretical foundations of MAE, how it should be defined and what it looks like in practice.
Measuring the effect of Evaluation Capacity Building Initiatives in Africa: A review
(African Evaluation Journal, 2017-04-26) Ms Candice, Morkel; Mr Mokgophana, Ramasobana
The growing demand for evidence to support policy decisions, guide resource allocation and demonstrate results has elevated the need for expertise in monitoring and evaluation (M&E). Despite the mushrooming of short courses in M&E, their impact on improving the capacity to meet the demand has not been adequately and comprehensively measured or evaluated. The purpose of this article was to highlight the need for improving the measurement of evaluation capacity building (ECB) to better understand what works in building M&E capacity in Africa.

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