Evaluation Phase

[accordion] [tab title=”How can lessons learned from evaluations be incorporated into future project planning?”] Lessons drawn from evaluations need to be summarised, readable and made accessible to anyone. In the formulation of evaluation abstracts, care must be taken to avoid too many generalisations as the details are often highly pertinent. During the assessment of a proposal, the use of previous evaluation findings should automatically be verified.
[/tab] [tab title=”What are main characteristics of the evaluation phase?”] During the evaluation phase, external consultants are hired to study both the positive and negative impacts of the intervention. Lessons are learned with respect to the design of the intervention and the development (planning) process.

A mid-term or review evaluation aims to generate ideas on how to make the project more effective and efficient.
[/tab] [tab title=”What is meant by impact?”] Impact can be both positive and negative, intended and non-intended. The positive intended impact is often formulated as the ‘overall objectives’ of the project. The three other types of impact need to be researched. Impact is best verified in conjunction with the beneficiaries and associated groups in society.
[/tab] [tab title=”What kind of problems commonly arise during the evaluation phase?”] Evaluation is often hampered by the fact that ‘objectives’ have not been established in the official project document / contract or are at best vaguely described with no indicators of achievement. As such perceptions on what the project was intended to achieve may differ widely, leading to conflicting views on the success of the intervention.
[/tab] [tab title=”Who should evaluate the project/programme?”] External evaluators must be brought in to ensure an impartial approach. Caution is also required when using technical specialists so that technical bias does not play a part in the evaluation. Evaluators should, as a sine qua non, heavily involve beneficiary groups to gain their perception of the project.
[/tab] [tab title=”Why are lessons from evaluations are often ignored?”] We do not have an answer to this question, but we have observed that very rarely do project identifications and formulations refer to lessons drawn from previous evaluations. We have also noticed that authors of sector guides tend not to make use of databases that contain findings from evaluations.
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