Learning purposefully in capacity development (2008)

This paper examines how monitoring and evaluation (M&E) does, or could, make a difference to Capacity Development (CD).

It explores whether there is something different or unique about M&E of CD that isn’t addressed by predominant methods and ways of thinking about M&E, and which might be better addressed by experimenting with learning-based approaches to M&E of CD.

By first understanding the intended purpose of capacity development interventions—and the underlying assumptions, relationships and complexities—we can get a better idea of what specifically we want M&E to help accomplish, and subsequently choose the best methodologies and tools for carrying that out.

Excerpt

"Many capacity development (CD) programs and processes aim at long-term sustainable change, which depends on seeing many smaller changes in at times almost invisible fields (rules, incentives, behaviours, power, coordination etc.). Yet, most evaluation processes of CD tend to focus on short-term outputs focused on clearly visible changes. This opinion paper will offer some ideas on how to deal with this paradox, by examining how monitoring and evaluation (M&E) does, or could, make a difference to CD. It explores whether there is something different and unique about M&E of CD that isn’t addressed by predominant methods and ways of thinking about M&E, and which might be better addressed by experimenting with learning-based approaches to M&E of CD." (Ortiz, A., & Taylor, P., 2008, p.i)

Contents

• Introduction—what should monitoring & evaluation (m&e) tell us about capacity development (cd)? 
• Capacity development means and ends—“what are we measuring and when should we measure it?” 
• In search of performance and impact 
• Standing capacity 
• What can we learn from m & e of cd dilemmas? 
• Development being a process already in motion 
• Linear versus complex adaptive systems (cas) thinking, programming and measurement 
• Attribution 
• Donor accounting focus versus open learning approaches 
• Incorporation of organizational learning approaches to m&e of cd
• Large-scale experimentation and action research 
• Use of theory of change (toc) approaches for designing m&e of cd systems 
• What can a theory of change offer?
• Hypothetical example of TOC use in Education For All (EFA)

Specific methods and approaches mentioned

• Discussion Oriented Self-Assessment (DOSA) tool – p. 7
• Most Significant Change (MSC) – p. 20, 22
• Theory of Change (TOC) – p. 28-33