Sustaining educational development projects in developing countries: Changing the form of evaluation
Hashimoto, Kazuaki & Hudson, Peter (2008) Sustaining educational development projects in developing countries: Changing the form of evaluation. In Australian Association of Research in Education (AARE) 2008, 30th November - 4th December, 2008, Queensland University of Technology, Brisbane.
Achieving sustainable development is not an easy task. The international community has been attempting to address global issues such as climate change and poverty, while advancing opportunities for primary education. Setting up the Millennium Development Goals (MDGs), the internationally-agreed set of time binding goals in 2000, reaffirmed commitment by the international community to the issues in developing countries. Hence, the role of evaluation for Official Development Assistance (ODA) enterprises has become more important than ever particularly with limited funds, which in turn has put pressure on effective and efficient implementation of projects including their transparency and accountability. To date, however, monitoring and evaluating outcomes of aid projects during the project duration only have been the main endeavours of international aid agencies. Evaluations gave little attention to aspects of sustainability and educational impact of these projects. Indeed, sustainability of a project after the termination of such interventions was under scrutiny and as a result, there has been consideration of changing from outcome-focused evaluation led by international aid agencies to process evaluation conducted largely by local stakeholders. The study reviewed theoretical and practical issues surrounding the evaluation for educational reform projects, and explored, as a case study, the evaluation process employed by an Egyptian education reform project implemented by United Nations Children’s Fund (UNICEF). This study found that process evaluation is a potential alternative evaluation method for educational development projects since it is likely to be locally embedded, which may produce long-term sustainability. Further investigations into the appropriateness and potential of process evaluation need to be conducted to provide more guidance for evaluating educational development projects.
Impact and interest:
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Developing countries, Evaluation, Process evaluation, Development projects, Aid fatigue|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > OTHER EDUCATION (139900) > Education not elsewhere classified (139999)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 [please consult the authors]|
|Deposited On:||10 Dec 2008 09:34|
|Last Modified:||23 Apr 2014 08:59|
Repository Staff Only: item control page