Faculty of Commerce, Law and Management
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Item Policies for evidence: a comparative analysis of Africa’s national evaluation policy landscape(Evidence &Policy, 2021-01-12) Dr Chirau, Takunda; Blaser-Mapitsa, Caitlin; Amisi, MatodziItem Strengthening Regional Evaluation Capacity-Building through Local Partnerships(CLEAR-AA, 2019-02) Ms Amisi, Matodzi Michelle; Dr Chirau, TakundaCLEAR-AA’s regional strategy, completed at the end of 2018, details how CLEAR-AA will work with partners in Anglophone Africa to strengthen evaluation in the region. It also explores ways to strengthen the use of evaluative evidence in policy and programme planning to improve the quality of social policies. As part of the process for developing the strategy, CLEAR-AA held two workshops, in South Africa and Uganda, with representatives of invited organisations from countries such as Ghana, Kenya, Rwanda, South Africa, Uganda and Zambia. We wanted to test out our thinking with evaluation practitioners, policymakers and others who are working to develop evaluation capacity. The workshops helped CLEARAA to identify partner organisations that share our values and objectives. We also explored appropriate implementation approaches for our strategy, including identifying barriers and enablers. With this learning note, CLEAR-AA shares what we discussed and discovered about what is likely to strengthen regional capacity-building work and what makes it difficult. Much of what came up in the workshops is supported in the literature, and we include some key readings for readers who would like to explore the issues further.Item 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, HanlieThe 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.