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      Learning about the effects of development education programmes: Strengthening planning, monitoring, and evaluation (PME) through reflective practice

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            Abstract

            This article reports on the results of an action research project (2010–13) in which ten Belgian organizations who implement development education programmes explored different planning, monitoring, and evaluation (PME) approaches with the aim of learning more effectively about their results. PME approaches piloted included outcome mapping, most significant change, and scoring tools. This article seeks to further the debate about the implications of the complexity of development education programmes for their PME. Such debate is needed in view of a growing call for results-based management of externally funded development education programmes. Based on the literature from the fields of international development cooperation and development education, and supported by our study results, we argue that there is a need for alternative results-based management approaches that promote learning and help actors involved in development education deal with unpredictability and non-linearity.

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            Author and article information

            Journal
            72010448
            International Journal of Development Education and Global Learning
            int j develop educ gobal learn
            IOE Press
            1756-5278
            20 May 2013
            : 5
            : 2
            : 47-70
            Article
            1756-5278(20130520)5:2L.47;1- s4.phd /ioep/ijdegl/2013/00000005/00000002/art00004
            10.18546/IJDEGL.05.2.04
            3d1d087d-4d07-4efe-a167-d0492a36908b
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,General education
            OUTCOME MAPPING,ACTION RESEARCH,DEVELOPMENT EDUCATION,MOST SIGNIFICANT CHANGE,MONITORING AND EVALUATION,COMPLEXITY

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