The Changing Landscape of Development Evaluation Training : A Rapid Review
The World Bank Independent Evaluation Group (IEG) works to improve development results through excellence in evaluation. A key part of this mandate focuses on developing the Bank’s client countries’ capacities in monitoring and evaluation. To this...
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2015
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2015/06/24654724/changing-landscape-development-evaluation-training-rapid-review http://hdl.handle.net/10986/22105 |
| Summary: | The World Bank Independent Evaluation
Group (IEG) works to improve development results through
excellence in evaluation. A key part of this mandate focuses
on developing the Bank’s client countries’ capacities in
monitoring and evaluation. To this end, IEG developed the
International Program for Development Evaluation Training
(IPDET) in 2001, and this executive training program has
been implemented since then in partnership with Carleton
University in Ottawa, Canada. IPDET is managed by Carleton
University but has received substantial in-kind (through
technical experts) and financial support over the years from
IEG. IPDET was conceived to offer a one-of-a-kind learning
program for filling a gap in development evaluation
training. However, there is broad recognition that the
landscape is changing, with increasing numbers of
organizations providing monitoring and evaluation (ME)
training in some form, an evolving mix of formal graduate
degree and certificate programs preparing evaluators,
innovations in learning supported by new technologies, and
the growing engagement of local networks and evaluation
associations in evaluation capacity development. In this
context, IEG has commissioned a rapid review of the current
landscape for ME training to develop an understanding of the
current context in which IPDET operates. Finally, training
programs focused specifically on development evaluation were
of particular interest for this review. The distinction
between ‘evaluation’ and ‘development evaluation’ is
arguably an important one, with increasing attention focused
on what kinds of peer groups and curriculum are needed to
effectively build the ME skills and knowledge relevant for a
developing country context. |
|---|