Katariina Holma

Realistic evaluation as an avenue to learning for development NGOs

The rise of evidence-based policy-making has created pressures on the evaluation activities of Non-Governmental Organizations (NGOs). In tandem with the demands from outside, NGOs themselves have improved their evaluation activities due to their own desire to learn. This article was motivated by the reflections of Finnish development NGOs on their need to elaborate new approaches. The NGOs have particularly searched for alternatives to the Logical Framework Approach (LFA), as they have found its measurability demands not to be applicable to their work. This article considers the possibilities of realistic evaluation providing a potential alternative approach. The attempt of realistic evaluation to integrate the concept of mechanism into the identification of programme theory increases the depth of the analysis. In addition, we suggest that the value dimension in NGOs’ work should be taken into account as a part of realistic evaluation.

The Philosophy of Personal Epistemology.

In higher education, personal epistemology is today a significant research area. Personal epistemology has been seen as promising particularly because it focuses on one of the general learning aims of many contemporary universities, namely, the development of students’ creative and critical thinking. The article identifies serious conceptual problems in the theoretical framework of personal epistemology. First, we argue – contrary to many promoters of personal epistemology – that personal epistemology’s theoretical models are not based merely on empirical data from developmental psychology, but clearly feature normative philosophical elements. Second, we consider the acceptance of relativism in the theoretical framework of personal epistemology. We argue that the concept of fallibilism has been overlooked, which has forced personal epistemology theorists to choose between naïve realism and relativism. Their choice of relativism has led – in addition to other philosophical problems – to a loss of adequate definitions for the epistemological notions of objectivity and certainty. The recognition of epistemological fallibilism would be beneficial both to personal epistemology’s theoretical framework and to personal epistemology–based university pedagogy.

Growth Into Citizenship: Framework for Conceptualizing Learning in NGO Interventions in Sub-Saharan Africa:

This article develops a theoretical framework for analyzing adult learning in projects aiming to strengthen citizenship implemented by nongovernmental organizations, especially in the contexts of sub-Saharan Africa. On the basis of a review of international development research, we suggest that a new framework should address the need for a conceptualization of learning as a gradual process and for capturing the gap between ideal models and everyday experiences of citizenship. We argue, building on John Dewey’s philosophy, for a framework of growth into citizenship, and introduce the notions of learning as reorganization of habits and the method of democracy as an avenue for learning as novel contributions to this field.