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The rise of evidence-based policy-making has created pressures on the evaluation activities of Non-Governmental Organizations (NGOs). In tandem with the demands from outside, NGOs themselves have improved their evaluation activities due to their own desire to learn. This article was motivated by the reflections of Finnish development NGOs on their need to elaborate new approaches. The NGOs have particularly searched for alternatives to the Logical Framework Approach (LFA), as they have found its measurability demands not to be applicable to their work. This article considers the possibilities of realistic evaluation providing a potential alternative approach. The attempt of realistic evaluation to integrate the concept of mechanism into the identification of programme theory increases the depth of the analysis. In addition, we suggest that the value dimension in NGOs' work should be taken into account as a part of realistic evaluation.

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This article develops a theoretical framework for analyzing adult learning in projects aiming to strengthen citizenship implemented by nongovernmental organizations, especially in the contexts of sub-Saharan Africa. On the basis of a review of international development research, we suggest that a new framework should address the need for a conceptualization of learning as a gradual process and for capturing the gap between ideal models and everyday experiences of citizenship. We argue, building on John Dewey’s philosophy, for a framework of growth into citizenship, and introduce the notions of learning as reorganization of habits and the method of democracy as an avenue for learning as novel contributions to this field.

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