Bridging the Divide between Upward Accountability and Learning-Based Approaches to Development Evaluation: Strategies for an Enabling Environment
| Author | Jo Tacchi,June Lennie |
| Published date | 01 September 2014 |
| Date | 01 September 2014 |
| DOI | http://doi.org/10.1177/1035719X1401400103 |
| Subject Matter | Article |
12 Evaluation Journal of Australasia Vol 14 | No 1 | 2014
REFEREED ARTICLE Evaluation Journal of Australasia Vol 14 | No 1 | 2014 | pp. 12–23
JUNE LENNIE | JO TACCHI
Bridging the divide between upward
accountability and learning-based approaches
to development evaluation
Strategies for an enabling environment
A more complex and unstable development context and major shifts in development theory
and practice over the past 20 years have created major challenges for evaluation. There remains a
vast gap between the theory and practice of development evaluation that needs to be resolved.
This indicates a vital need to bridge the divide between dominant results-based, upward
accountability evaluation approaches and emergent learning, participatory and complexity-based
approaches to more eectively achieve development goals. In this article we explore this divide
and contrast these approaches, highlighting some of the key challenges that each face.
Drawing on our recent research, we identify key challenges, tensions and contradictions in
evaluating communication for development (C4D) that need to be better understood and
addressed. We outline a new conceptual framework for evaluating C4D and other complex
development initiatives as a strategy to address these challenges. We argue that achieving change
requires reconceptualising accountability and learning, developing evaluation capacities that
enable learning and multiple forms of accountability, and drawing on local knowledge, ideas and
innovation to develop and implement more appropriate and eective evaluation approaches.
These strategies can create an enabling environment in which these new ideas and approaches
can ourish and complex development issues can be better addressed.
The need for more eective and innovative
approaches to development evaluation
The vastly more complex, uncertain development context,
more complex processes of change, and a number of
shifts in development theory and practice over the past
20 years have created major challenges for the evaluation
of development initiatives (Armytage 2011; Conlin &
Stirrat 2008; Stern et al. 2012). While new evaluation
approaches have been developed and are increasingly
used, there remains a vast gap between the theory and
practice of development evaluation that needs to be
resolved (Armytage 2011; Woodhill 2007). These major
challenges and issues highlight the need for more eective,
appropriate and innovative approaches to development
evaluation and strategies for the creation of an enabling
environment in which these new approaches can flourish
and indigenous evaluation cultures and capacities can be
developed (Carden 2007).
Conlin and Stirrat (2008, p. 196) have identified
a number of trends that pose new methodological
challenges for evaluation: the rise of ‘management
for results’ puts more stress on the impact and eects
of development assistance rather than outputs and
‘deliverables’; there is a move away from ‘older principles
To continue reading
Request your trial