Academic Journal
Decolonizing evaluation education in South Africa: A reflective case study of master's curriculum reform through a Made-in-Africa evaluation lens.
| Τίτλος: | Decolonizing evaluation education in South Africa: A reflective case study of master's curriculum reform through a Made-in-Africa evaluation lens. |
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| Συγγραφείς: | Chapman S; School of Management Studies, University of Cape Town, Rondebosch, Cape Town, South Africa. Electronic address: sarah.chapman@uct.ac.za., Mkandawire S; School of Management Studies, University of Cape Town, Rondebosch, Cape Town, South Africa., Swingler S; School of Management Studies, University of Cape Town, Rondebosch, Cape Town, South Africa., Gautier E; School of Management Studies, University of Cape Town, Rondebosch, Cape Town, South Africa., Heyns H; School of Management Studies, University of Cape Town, Rondebosch, Cape Town, South Africa., Rabier C; School of Management Studies, University of Cape Town, Rondebosch, Cape Town, South Africa. |
| Πηγή: | Evaluation and program planning [Eval Program Plann] 2026 Oct; Vol. 118, pp. 102796. Date of Electronic Publication: 2026 Jun 08. |
| Τύπος έκδοσης: | Journal Article |
| Γλώσσα: | English |
| Στοιχεία περιοδικού: | Publisher: Elsevier Country of Publication: England NLM ID: 7801727 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-7870 (Electronic) Linking ISSN: 01497189 NLM ISO Abbreviation: Eval Program Plann Subsets: MEDLINE |
| Imprint Name(s): | Publication: 1994- : [Oxford] : Elsevier Original Publication: 1978-1993: Elmsford, N. Y., Pergamon Press. |
| Ιατρικοί όροι (MeSH): | Curriculum*/standards , Program Evaluation*/methods , Education, Graduate*/organization & administration , Education, Graduate*/standards, South Africa ; Humans ; Universities ; Academia |
| Περίληψη: | This article reports a course-level reform of a master's course in evaluation at the University of Cape Town that seeks to embed decolonization principles in teaching and learning. Using a reflective case study, graduates reflected three years after completion on the utility of their training through a decolonial lens as articulated through the Made-in-Africa Evaluation (MAE) movement. Reflections indicate that a decolonized orientation can positively reshape the practice of emerging evaluators while exposing tensions in existing course design. Priority areas for change included reworking how visual program theory is developed and used, reducing reliance on a Western-dominant literature base when judging theory plausibility, and recognizing the limits of even locally validated or adapted tools to capture situated meanings. We also note structural features that favor average treatment effects in quantitative teaching and cross-cutting themes in qualitative work, often at the expense of individual narratives and power-laden context. We propose course design principles and practices that center lived experience, language, and diverse knowledge traditions. Our approach is likely to speak to African evaluation teachers and decolonial oriented institutions, as well as to non-African evaluators who seek training in evaluation that might equip them to work responsibly in African contexts. (Copyright © 2026 The Authors. Published by Elsevier Ltd.. All rights reserved.) |
| Contributed Indexing: | Keywords: Curriculum; Decolonization; Evaluator Training; Made in Africa Evaluations; South Africa; Teaching Evaluation |
| Entry Date(s): | Date Created: 20260616 Date Completed: 20260811 Latest Revision: 20260811 |
| Update Code: | 20260812 |
| DOI: | 10.1016/j.evalprogplan.2026.102796 |
| PMID: | 42302668 |
| Βάση Δεδομένων: | MEDLINE |
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