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Evaluating Impact - Education Research Paper No. 35, 1999, 262 p.













Table of Contents


DFID
Department for International Development

Edited by Veronica McKay and Treffgarne

Serial No. 35

Department For International Development

EDUCATION RESEARCH

EVALUATING IMPACT
Edited by Veronica McKay Carew Treffgarne

Serial No. 35
ISBN: 1 86192 1918

Department For International Development

Printed by Production Printers
marail@alpha.unisa.ac.za

Typeset and layout by Interactive Reality cc
ireality@icon.co.za

Dedication In Memoriam

This collection of papers is dedicated to the memory of our dear friend and colleague,

Professor Cleaver Ota, who passed away while we were editing the final version of these papers.

Professor Cleaver was Director of the Education Policy Unit at the University of Fort Hare at the time of his passing.


Table of Contents


DEPARTMENT FOR INTERNATIONAL DEVELOPMENT EDUCATION PAPERS

LIST OF ABBREVIATIONS

Introduction

1. WHAT IS AN IMPACT STUDY AND HOW SHOULD WE DO IT?

1.1 Participatory impact assessment
1.2 Participatory action research as an approach to impact assessment
1.3 Participatory approaches to impact studies
1.4 Evaluation vs impact studies

2. THE ROLE OF BASELINE STUDIES IN IMPACT ASSESSMENT

2.1 School focused baseline assessments as a catalyst for change
2.2 A general framework for evaluating educational programmes
2.3 Issues to consider when planning a baseline study

3. STAKEHOLDER PERSPECTIVES

3.1 Identifying stakeholders
3.2 Considering the audience - an important phase in project evaluations
3.3 Impact studies and their audiences

4. RELATIONSHIP BETWEEN NATIONAL AND EXTERNAL

4.1 A note on a participatory impact study in Eritrea: exploring the relations between national and external researchers
4.2 The relationships between national researchers and external researchers
4.3 lmpact studies: the role of an insider/outsider
4.4 lmpact assessment in educational projects: some perspectives on the 'insider outsider' debate

5. TRAINING TEACHERS AS RESEARCHERS

5.1 Helping teachers to develop competence criteria for evaluating their professional development
5.2 Combining the teaching of research methods with an assessment of project impact

6. TOPICALITY VS SUSTAINABILITY

6.1 A consideration of project assessment: topicality vs sustainability
6.2 Topicality vs. sustainability in the evaluation of the South African Book Aid Project

7. IMPACT ASSESSMENT AND SUSTAINABILITY

7.1 Background to the MAPP evaluation
7.2 Sustaining Impact: the Mexican Advanced Professionalisation Project
7.3 Assessing the impact of sector wide, institutional and policy outcomes
7.4 Determining the unanticipated outcomes and using these as benchmarks for future projects

8. ANTIClPATED/UNANTICIPATED OUTCOMES

8.1 Anticipated and unanticipated project benefits
8.2 The PROSPER lmpact Study: A consideration of sector wide outcomes
8.3 Research and evaluation in DPEP: A review of current practices and future strategies in impact assessment
8.4 Concluding comments from the DFID Education Division

Participants at the forum on lmpact Studies

List of sources consulted