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    Evaluations and Impact Assessments in Communication for Development

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    Kogen-BookChapterPostPrint-2018.pdf
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    Genre
    Book chapter
    Post-print
    Date
    2018-10-03
    Author
    Kogen, Lauren
    Department
    Media Studies and Production
    Subject
    Communication for development
    Communication for social change
    Foreign aid
    Monitoring Evaluation
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/7261
    
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    DOI
    http://dx.doi.org/10.1007/978-981-10-7035-8_131-1
    Abstract
    Within the development field, project evaluations and impact assessments are essential. Donors are increasingly requiring rigorous evaluations in order to (1) ensure that aid dollars are spent on projects that are having positive impacts and not being wasted on projects that are ineffective and (2) promote “evidence-based policy making” in which evaluations contribute to understanding best practices for development aid. These two goals are frequently referred to by the world’s major donors as promoting “accountability” and “learning,” respectively. However, current conceptions of learning and accountability are problematic – at times even counterproductive. This chapter provides an overview of the role of evaluations in the CDS field and the concepts of accountability and learning and then describes the problems, contradictions, and ethical dilemmas that arise in the field because of them. The chapter ends with suggestions for how the field might fine tune the concepts of learning and accountability in a way that would better serve both donors and aid recipients.
    Citation
    Kogen, L. (2019). Evaluations and Impact Assessments in Communication for Development. In J. Servaes (Ed.), Handbook of Communication for Development and Social Change. Springer. https://doi.org/10.1007/978-981-10-7035-8_131-1
    Citation to related work
    Springer
    Has part
    Chapter appears in: J. Servaes (Ed.) Handbook of communication for development and social change. Springer.
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    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/7240
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