Expanding evaluator competency research: Exploring competencies for program evaluation using the context of non-formal education

Diaz, John M.; Chaudhary, Anil Kumar; Jayaratne, K. S. U.; Assan, Elsie

doi:10.1016/j.evalprogplan.2020.101790

Cited by 17 publications

(10 citation statements)

References 32 publications

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“…The literature affirms the importance of education in the maintenance and growth of the evaluation profession (Archibald, 2021; Chouinard & Boyce, 2017; Diaz et al, 2020; LaVelle et al, 2020). This suggests that there needs to be an ongoing investment in Australian higher education evaluation programs (Gullickson et al, 2019; Poth et al, 2020).…”

Section: Resultsmentioning

confidence: 76%

“…The journals from Australia, United Kingdom and New Zealand generated less than 2% of the citations, indicating a lack of activity in the conversation focussing on evaluator education. The literature affirms the importance of education in the maintenance and growth of the evaluation profession Diaz et al, 2020;. This suggests that there needs to be an ongoing investment in Australian higher education evaluation programs (Gullickson et al, 2019;Poth et al, 2020).…”

Section: Rapid Scan Of the Literaturementioning

confidence: 86%

“…A career in evaluation involves working with stakeholders across multi-disciplinary backgrounds and contexts, and it attracts a diverse range of people with unique skill sets. As a result of this varied workforce, there has been a global focus on developing evaluator competencies and determining skillsets since the late 1980s (Diaz et al, 2020; Poth et al, 2020). Despite this, there has been limited research focussing on formal evaluation education (King & Ayoo, 2020); therefore, this article aims to explore the presence of formal evaluation programs in the current Australian higher education landscape.…”

Section: Introductionmentioning

confidence: 99%

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Scoping recent investment in evaluation education in Australian universities

Quadrelli

Staheli

Cook-Watkins

et al. 2022

Evaluation Journal of Australasia

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This article explores the current evaluation education program opportunities in the Australian higher education market and identifies potential research areas to inform pathways for future investment. Findings from our initial scoping phase are provided as a prelude to future work required in this space. The overarching research question investigates whether there is an opportunity to deliver further evaluation education programs in Australian higher education. Emerging from this question are three objectives: (a) to determine the current landscape of Australian university evaluation education program offerings; (b) to gain an understanding of the evaluation education discourse articulated within six selected evaluation journals and (c) to consider whether evaluation is a viable and meaningful discipline within higher education programs. An action research approach was adopted commencing with a benchmarking activity of Australian university offerings, followed by a bibliometric analysis of six evaluation journals, and concluding with a rapid scan of the literature. The selected methodologies reveal a potential gap in the higher education market, with the literature identifying inconsistent and mismatched programs while emphasising the need to invest in evaluation education. This article seeks to stimulate debate about formal higher education qualifications in evaluation and highlights the importance of potential future curriculum structure that can offer evaluators value, utility and growth.

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Section: Resultsmentioning

confidence: 76%

Section: Rapid Scan Of the Literaturementioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Scoping recent investment in evaluation education in Australian universities

Quadrelli

Staheli

Cook-Watkins

et al. 2022

Evaluation Journal of Australasia

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“…Proses evaluasi yang dilaksanakan meliputi evaluasi pembelajaran yang dilaksanakan oleh fasilitator sebagai tenaga pengajar anak jalanan itu sendiri. Pendidik pada pendidikan nonformal adalah mereka yang mewakili kelompok profesional yang terlibat dalam evaluasi dalam konteks di mana evaluasi adalah bagian dari tanggung jawab pekerjaan mereka dan perlu diimbangi dengan tanggung jawab pekerjaan utama mereka, yaitu pengembangan dan penyampaian program pendidikan (Diaz, Chaudhary, Jayaratne & Assan, 2020). Penyelenggaraan pelatihan sebagai pendidikan nonformal di lapangan diketahui bahwa proses evaluasi dilakukan setiap pertemuan oleh instruktur dan pendamping artinya proses pendidikan nonformal pada tahap evaluasi juga menjadi tanggung jawab pendidik atau tutor dalam kegiatan pembelajaran (Nurfaal, 2017).…”

Section: Evaluasi Program Pendidikan Nonformal Bagi Anak Jalanan DI Klinik Jalanan Samarindaunclassified

Analisis Pelaksanaan Program Pendidikan Nonformal Bagi Anak Jalanan

Mustangin

Akbar

Sari

2021

IJCSL

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Pendidikan nonformal merupakan pendidikan berbasis kebutuhan dan disesuaikan dengan karakteristik anak jalanan. Penelitian ini bertujuan untuk menganalisis pelaksanaan pendidikan nonformal bagi anak jalanan. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif untuk mendapatkan data lebih spesifik dan lebih mendalam mengenai pendidikan nonformal bagi anak jalanan. Teknik penelitian pada penelitian ini adalah menggunakan teknik wawancara, observasi dan studi dokumen dengan teknik analisis datanya adalah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa proses pendidikan untuk anak jalanan yang dilaksanakan bertempat di sekitar jalanan karena pendidikan nonformal bersifat fleksibel sesuai dengan kondisi dari anak jalanan itu sendiri dan disesuaikan dengan kontrak belajar yang telah disepakati. Hal itu dikarenakan anak jalanan sendiri memiliki kesibukan sehingga fasilitator bisa menyesuaikan dengan kondisi anak jalanan. Evaluasi oleh fasilitator sebagai tenaga pengajar anak jalanan juga dilakukan untuk mengetahui tingkat keberhasilan pelaksanaan pendidikan nonformal dan bahan masukan untuk pengembangan program. Berdasarkan hasil penelitian, dapat disimpulkan bahwa pendidikan nonformal yang dilaksanakan untuk anak jalanan diantaranya adalah pendidikan dasar berupa pendidikan untuk menuntaskan buta aksara meliputi kegiatan membaca, menulis, dan berhitung (calistung) sebagai pendidikan dasar bagi anak jalanan. Selain itu pendidikan keterampilan hidup juga diajarkan untuk membekali anak jalanan keterampilan yang dapat digunakan untuk mengembangkan kapasitasnya sehinga dari adanya pendidikan keterampilan ini dapat menjadikan anak jalanan memiliki kapasitas sehingga anak jalanan tidak kembali lagi ke jalan.

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“…So, it must be "bottom up". In other words, it must empower them to understand and if necessary change the social structure around them [32].…”

Section: Productmentioning

confidence: 99%

Evaluation of non-formal education management in Maluku Province, Indonesia

Rahabav

Souisa

2021

IJERE

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The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study was 24 non-formal education institutions (population sample) with census techniques, and two educators and two learning residents were also involved be interviewed. In collecting the data, several instruments were implemented such as non-test techniques in the form of assessment rubrics, observation, interviews, and documentation studies. In analyzing the data, the context, input, process and product (CIPP) was used as the bases theory and it was analyzed through quantitative and qualitative descriptive analysis ways. The results of this study reported that non-formal education institutions in Maluku Province did not optimally in applying the principles of good governance in the institution management and it was categorized in low level based on the CIPP model of evaluation.

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Expanding evaluator competency research: Exploring competencies for program evaluation using the context of non-formal education

Cited by 17 publications

References 32 publications

Scoping recent investment in evaluation education in Australian universities

Scoping recent investment in evaluation education in Australian universities

Analisis Pelaksanaan Program Pendidikan Nonformal Bagi Anak Jalanan

Evaluation of non-formal education management in Maluku Province, Indonesia

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