15. Methodological issues in participatory monitoring and evaluation

Guijt, Irene; Estrella, Marisol; Blauert, J.; Campilan, Dindo; Gaventa, John; Gonsalves, Julian; Guijt, Johnson; Ricafort, R.

doi:10.3362/9781780441214.015

Cited by 31 publications

(37 citation statements)

References 20 publications

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“…A participatory and utilization-focused ( 19 , 20 ) approach was taken to routine monitoring and evaluation of processes, outputs, and short-term outcomes. Training was evaluated through a self-administered survey focused on quality of the training experience; a pretest and posttest measured participants’ acquisition of knowledge and level of preparedness to implement DIT activities.…”

Section: Methodsmentioning

confidence: 99%

Enhancing Workforce Capacity to Improve Vaccination Data Quality, Uganda

Ward¹,

Mugenyi²,

Benke³

et al. 2017

Emerg. Infect. Dis.

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In Uganda, vaccine dose administration data are often not available or are of insufficient quality to optimally plan, monitor, and evaluate program performance. A collaboration of partners aimed to address these key issues by deploying data improvement teams (DITs) to improve data collection, management, analysis, and use in district health offices and health facilities. During November 2014–September 2016, DITs visited all districts and 89% of health facilities in Uganda. DITs identified gaps in awareness and processes, assessed accuracy of data, and provided on-the-job training to strengthen systems and improve healthcare workers’ knowledge and skills in data quality. Inaccurate data were observed primarily at the health facility level. Improvements in data management and collection practices were observed, although routine follow-up and accountability will be needed to sustain change. The DIT strategy offers a useful approach to enhancing the quality of health data.

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Section: Methodsmentioning

confidence: 99%

Enhancing Workforce Capacity to Improve Vaccination Data Quality, Uganda

Ward¹,

Mugenyi²,

Benke³

et al. 2017

Emerg. Infect. Dis.

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“…The participatory evaluation approach is a joint, collaborative stakeholder approach with domain experts, project staff, and stakeholder groups (Guijt, 2014, Campilan, 2000. The basic assumption is that informal learning is multifaceted and takes places in various situations involving several stakeholders.…”

Section: The Performed Approach To Evaluate Learning Technology Acrosmentioning

confidence: 99%

“…Hence, to ensure a preferably large coverage of observation and reflections about the effects of learning technology, the goal is to include not just the end-users, but also developers, educational institutions, networks, associations and other organizations in the evaluation process. Therefore, we selected a representative type of participation to give the stakeholders a voice i.e., stakeholder involvement in planning the evaluation, to ask them to comment on findings, to identify the lessons learned, to determine the appropriate steps, and to finally create a joint learning experience (Guijt, 2014).…”

Section: The Performed Approach To Evaluate Learning Technology Acrosmentioning

confidence: 99%

“…Participatory approaches can be used in any evaluation designthey are not exclusively bound to specific evaluation methods or restricted to quantitative or qualitative data collection and analysis. Participation by stakeholders can occur at any stage of the evaluation process: in its design, in data collection, in analysis, in reporting and in managing the study (Guijt, 2014). The purpose of participatory evaluation is to focus on informal learning at the workplace and to draw lessons learnt, which could guide future decisions (Campilan, 2000).…”

Section: Introductionmentioning

confidence: 99%

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Evaluation at scale: an approach to evaluate technology for informal workplace learning across contexts

Thalmann

Ley

Maier

et al. 2018

IJTEL

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Technology for informal learning at the workplace is designed to support work processes and the learning that can occur within these processes anytime and anywhere. The implicit, spontaneous and hidden nature of informal learning in addition to the large and less predictable number of application scenarios challenge the evaluation of learning technology. Therefore, we require cross-case comparisons to draw conclusions beyond the immediate context of informal learning in a single case. A further challenge for evaluation is added if a user-centered design method had been employed that already had involved users in large numbers and has led to a high level of expectations regarding the potential of the tool to fulfil their needs. In this article, we suggest a participatory approach for the evaluation of technology for informal learning at the workplace across sectoral and country borders in order to address these evaluation challenges. The proposed evaluation approach is based on the ideas of active involvement of stakeholders, an iterative planning process, a continuous, open and collaborative interpretation of the data collected on the basis of representations shared across cases plus a pluralism of methods for evaluating learning technology, and is particularly intended for large scale evaluations in workplace settings. We present a case, in which we applied the proposed evaluation approach in the context of a large scale European research project on technology supported informal learning across professional, sectoral and country borders. Finally, we reflect on our lessons learned and provide recommendations.

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“…By including the South African people in the composition of academic curricula, we not only decolonise academia but also provide the participants to '… begin to view their situations from alternative perspectives' (Bozalek 2011:472-474). Guijt (2014:2) identifies two underlying facets of participatory research that relate to both the community development approach and the principles to include when contextualising information. On a pragmatic level, the inclusion and participation of a variety of key role players results in a wealth of data that represent the 'insiders' in the situation, which leads to a better understanding and more appropriate application of obtained knowledge to ensure empowerment.…”

Section: Participatory Researchmentioning

confidence: 99%

Are we hearing the voices? Africanisation as part of community development

Westhuizen

Greuel

Beukes

2017

HTS Teologiese Studies / Theological Studies

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The aim of the article is to report on research findings that could contribute to the development of decolonised academic material. Africanisation of curricula implies that education and training as well as praxis be informed by the reality of the South African context, the viewpoints of the people of South Africa and their descriptions of what is needed to build a just society. This is relevant to a variety of service professions. This article was presented from a trans-disciplinary framework, and the term ‘professional carers’, including the social service and theology professions, was used. The discussion explored how academia can approach the development of curricula that will inform praxis and which is relevant to the African context. The terms ‘Africanisation’, ‘decolonisation’ and ‘contextualisation’ were linked, whereafter a developmental approach to the development of the content and presentation of academic material was proposed. The article is concluded with recommended strategic options for the development of Africanised curricula.

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15. Methodological issues in participatory monitoring and evaluation

Cited by 31 publications

References 20 publications

Enhancing Workforce Capacity to Improve Vaccination Data Quality, Uganda

Enhancing Workforce Capacity to Improve Vaccination Data Quality, Uganda

Evaluation at scale: an approach to evaluate technology for informal workplace learning across contexts

Are we hearing the voices? Africanisation as part of community development

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