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Evaluating ICT for Education in Africa - Royal Holloway, University of ...

Evaluating ICT for Education in Africa - Royal Holloway, University of ...

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„You are throw<strong>in</strong>g terms around as if they are everydaylanguage but it is not, people will not understand it. You haveworked on the topic <strong>for</strong> years – you need to consider thatwhen you talk to us.‟Through this encounter I learnt that effective partnership based monitor<strong>in</strong>gand evaluation requires an <strong>in</strong>tentional decision to employ accessible languagethat does not ostracise those from a non-specialist background. This results<strong>in</strong> slower <strong>in</strong>itial progress but a greater chance <strong>of</strong> overall susta<strong>in</strong>edcommitment from partners. Decid<strong>in</strong>g to operate <strong>in</strong> this manner led to agradual change <strong>in</strong> culture across the partnership with various partners<strong>in</strong>creas<strong>in</strong>gly recognis<strong>in</strong>g the value <strong>of</strong> monitor<strong>in</strong>g and evaluation and adopt<strong>in</strong>git <strong>in</strong>to their <strong>in</strong>dividual approach. This issue is returned to <strong>in</strong> detail throughthe subsequent discussion regard<strong>in</strong>g capacity development <strong>in</strong> section 6.6.Alongside oral clarity, the challenge <strong>of</strong> effective communication also affectsthe written dimension <strong>of</strong> monitor<strong>in</strong>g and evaluation exercises. This requirespresent<strong>in</strong>g outputs <strong>of</strong> the research <strong>in</strong> a <strong>for</strong>m that the audience deems to becredible and dependable (Baxter and Eyles 1997). This is a prerequisite <strong>for</strong>any effective writ<strong>in</strong>g but was exacerbated <strong>in</strong> this context by the dist<strong>in</strong>ct anddifferent written communication cultures <strong>of</strong> each partner. It was there<strong>for</strong>e arequirement <strong>of</strong> the cross-sectoral reports to express f<strong>in</strong>d<strong>in</strong>gs <strong>in</strong> such a way aseach could recognise value and utilise the lessons learnt.Hav<strong>in</strong>g established both an oral and written communication style conducive<strong>for</strong> effective partnership, there rema<strong>in</strong>ed a challenge regard<strong>in</strong>g what<strong>in</strong><strong>for</strong>mation from the monitor<strong>in</strong>g and evaluation was appropriate <strong>for</strong>dissem<strong>in</strong>at<strong>in</strong>g to a wider audience. Tensions existed between partnersregard<strong>in</strong>g how the lessons learnt could be shared honestly and potentiallycritically without underm<strong>in</strong><strong>in</strong>g the partners and still strengthen<strong>in</strong>gcollaboration <strong>for</strong> the future. Alongside this were significant partner concerns<strong>in</strong> both Malawi and Ethiopia regard<strong>in</strong>g the implications <strong>of</strong> an associatedacademic ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g the prerogative to publish potentially critical reports.The private sector partner concern regard<strong>in</strong>g public relations was248

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