Resources

A kit book produced by a group of youth who did an evaluation of a youth Drop-In Centre in Downtown Ottawa. They put this kit together to help street youth evaluate their services. It's a youth friendly kit, therefore it's easy to follow and understand. In this kit there are seven phases. Each phase demonstrates how ideas were brainstormed, put together and used as a tool in evaluation.

This training manual is the result of collaboration between The Academy for Educational Development (Washington, USA), John Hopkins University/Centre for Communication Programme (Baltimore, USA), the Centre for African Family Studies (Nairobi, Kenya) and the United States Agency for International Development. It is a two week course (suggested length) for the staff of health and other organisations whose aim is to encourage community participation through working directly with the communities involved in their programmes. The objectives of the course are to: provide a history and understanding of the foundations of PLA; to identify and implement the different steps of the participatory programme development (PPD) process; to practice the behaviours and attitudes which are necessary for the successful implementation of PLA and to facilitate the use of various PLA techniques. The manual is divided into sections, which exposes participants to the different elements of participatory programme development in the same order in which the elements would be carried out in a real community. The manual moves from the theory behind behaviour and attitudes, encouraging communication and team building into the practice of specific PLA techniques, such as mapping, transect walks, timelines, diagramming, card sorting and ranking, and finally to a community action plan, monitoring and evaluation and preparation for field work. (see also Participant's Handbook at C: Training and Manuals - 3485)

This chapter explores meanings of partiicpatory evaluation. It identifies two principal streams of participatory evaluation, streams that loosely correspond to pragmatic and emancipatory functions. After describing these streams, the authors present a framework for differentiating among forms of collaborative inquiry and apply it as a way to 1) compare the two streams of participatory evlauation and 2) situate them among other forms of collaborative evlauation and collaborative inquiry.

This volume addresses three basic questions: what is participatory evaluation? In what contexts is it most useful? How does one actually do it in practice? The two primary themes in the volumes are practical participatory evluation , which is pragmatic and has as its central function the fostering of evaluation use; and transformative participatory evaluation which is based in emancipation and social justice activism and focuses on the empowerment of oppressed groups.

This interim poverty monitoring report uses qualitative tools and is drawn from field level investigations that have used a participatory approach. Eleven chapters cover the methodology for the study and conceptual issues related to poverty, process and profile of poverty, the findings of well-being monitoring of the poorest households, analysis of public expenditure and public policies and poverty eradication programmes and needs assessment. Stakeholder analysis is omitted but will incorporated into the final report.

This report reviews the impact of methodological contributions for assessment amongst NGO development initiatives in West Africa. The review is an effort to provide Oxfam UK/I and Novib staff with the advances made in this region. The report discusses the kinds of impact that Oxfam and Novib development projects are trying to achieve as well as relevance to impact assessment in the West African context. Through the use of participatory methods of impact assessment, it examines the evaluation methods of various organisations in West Africa.

This paper is based mainly on experiences in a donor-supported program, the aim of which has been to improve local conditions for sustainable livelihood. Can participatory methods be used in an atmosphere where there are donor-saturated development and environmental programs for finding grassroots indicators?