Report on Participation of Dr. Awuor Ponge - Part 2Day 4 – Thursday, 7 May 2026Keynote Panel 3: Centering Equity and Indigenous Knowledge in African Evaluation PracticeOn Day 4, I attended the morning plenary, which opened with Keynote 3, titled "Centering Equity and Indigenous Knowledge in African Evaluation Practice," delivered under Strand 3: Wellbeing, Equity and Inclusion in the Kisakye Main Hall. The keynote was delivered by Serge Eric Yakeu Djiam (Co-Chair, EvalIndigenous; Vice-President, IDEAS; and former AfrEA President), with a panel comprising Prof. Almas Fortunatus Mazigo (Senior Lecturer, Applied Ethics and Development Evaluation, DUCE, Tanzania), Ms. Rosetti Nabbumba Nayenga (Deputy Head, Budget Monitoring and Accountability Unit, and former President of both UEA and AfrEA), and Ms. Nurain Ahmed (Emerging Evaluator, Islamic Relief South Africa; SAMEA EE; AGDEN Scholar), moderated by Commissioner James Mugisha (Compliance and Enforcement, Equal Opportunities Commission, Uganda). The session made a powerful case for recentring African evaluation practice around equity, indigenous knowledge systems, and community-defined notions of well-being, arguing that mainstream evaluation frameworks rooted in Western epistemologies continue to marginalise the lived realities and knowledge traditions of African communities, and that meaningful progress toward inclusive and transformative evaluation requires not merely the addition of equity indicators but a fundamental rethinking of whose knowledge counts, whose voices define success, and whose priorities shape the questions that evaluations are designed to answer.  Dr. Ponge receiving a gift from Ms. Jane Kyarisiima Mwesiga, Deputy Head of Public Service Technical Session C: Powering Partnerships for Impact – VOPEs and EvalIndigenousOn the same Day 4, I was a presenter in a Technical Session on Governance, Learning & Accountability. This session was chaired by Ms. Jane Amuge Okello from The Uhuru Institute for Social Development, standing in for the scheduled chair Dr. Thina Nzo of Twende Mbele and CLEAR-AA. Other presenters in the strand included Ms. Rita Nakato Nayiga and Ms. Ruth Aber. My presentation wove together two related themes: the strategic role of VOPEs as institutional anchors in national evaluation ecosystems, and the landscape of Indigenous evaluation methodologies in Africa. On VOPEs, I argued that AfrEA’s network of over 45 national associations represents one of the most significant institutional achievements in African evaluation, serving as convening platforms, professional standard-setters, and advocacy vehicles for evidence-informed policy. On EvalIndigenous, I presented the African Chapter’s work across five thematic areas – Indigenous African ethics in evaluation, Made in Africa Evaluation and decolonisation, Indigenous knowledge systems and biodiversity, storytelling and Indigenous voices, and rights-based advocacy – grounded in frameworks including Ubuntu philosophy, the Kaupapa Māori framework (Dr. Fiona Cram), and the Indigenous African Ethical Protocol for Evaluations (EvalIndigenous, 2021). I drew on fieldwork with the Ogiek of the Mau Forest and the Mijikenda of Kwale County in Kenya, and invoked the Wolastoq Declaration on Indigenous Evaluation (2024) as the movement’s clearest demand that extractive evaluation – evaluation that takes community knowledge without returning accountability – must end. I invited colleagues to engage with the African Chapter’s ongoing work and its growing network of Indigenous evaluators across the continent.  Members of EvalIndigenous cutting a Cake to celebrate with UEA@25 Keynote 4: Building the Next Generation of African Evaluators: Pathways and PartnershipsThe Day 4 in the Afternoon, I attended a plenary session that featured Keynote 4, titled "Building the Next Generation of African Evaluators: Pathways and Partnerships," delivered under Strand 4: Capacity Strengthening in MERL in the Kisakye Main Hall. The keynote was delivered by Dr. Takunda Chirau (Director, Centre for Learning on Evaluation and Results (CLEAR-AA), with a panel comprising Mr. Mohamud Ali Nur (President, Somali Evaluation Society – SOMES; and MEAL Coordinator, Save The Children, Somalia), Ms. Tebogo Fish (Programme Manager, Research and Learning, CLEAR-AA), and Ms. Faith Kuli Rombe (Vice President, Young and Emerging Evaluators), moderated by Dr. Bwanika Godfrey (Lecturer, Uganda Management Institute – UMI). The Keynote 4 session addressed the urgent imperative of deliberate, sustained investment in the next generation of African evaluators, arguing that the continent's growing demand for locally owned, contextually grounded, and methodologically rigorous evaluation practice cannot be met without structured pathways for emerging evaluators to enter and advance within the profession – through mentorship, institutional partnerships between VOPEs and academic institutions, targeted capacity-building programmes such as those coordinated by the Africa Gender and Development Evaluators Network (AGDEN) and CLEAR-AA, and the creation of enabling environments in which young and emerging evaluators are not merely trained but genuinely integrated into evaluation teams, policy processes, and professional networks across the continent.
Day 5 - Friday, 8 MayKeynote 5: Institutionalizing Evidence Use: Accountability Systems for Sustainable DevelopmentThe fifth and final day of the conference, Friday 8 May 2026, opened with a recap of the conference's key highlights and outcomes presented by Mr. Kepha Kawanguzi, and participant reflections and testimonials. This was followed by Keynote 5, delivered by Stephen Amperm from Ghana, on "Institutionalizing Evidence Use: Accountability Systems for Sustainable Development," with a panel comprising Ms. Caroline Makuvire (Director, Evaluation, Research & Learning, Office of the President and Cabinet, Zimbabwe), Mr. Timothy Msobor Chemonges (Executive Director, Centre for Policy Analysis – CEPA, Uganda), and Mr. Kevin H. Njuki from the MEL, State Department for Economic Planning, Kenya. The session was moderated by Ms. Elone Natumanya Ainebyoona (Co-founder, Development Eye Initiative). Closing Plenary – From Evidence to Action: The Way Forward for Evaluation in UgandaThe Closing Plenary in the Kisakye Main Hall, convened under the theme "From Evidence to Action: The Way Forward for Evaluation in Uganda." The session opened with remarks by Mr. Timothy Lubanga (Commissioner, M&E, Office of the Prime Minister, Uganda). A panel discussion on bridging the gap between evaluation evidence and policy implementation followed, was moderated by Dr. Josephine Watera (UEA President and Conference Chair), with panellists including Commissioner Mr. Timothy Lubanga, Mr. Matthew Lubuulwa (Senior Technical Officer, MoFPED), Dr. Takunda Chirau (Director, CLEAR-AA); and Ms. Anna Elsie Luyiggo (President, YEEs Uganda). The conference was formally closed by Dr. Josephine Watera, with a Guest of Honour Closing Speech delivered by Ms. Jane Kyarisiima Mwesiga (Deputy Head of Public Service, OPM), a Vote of Thanks by Dr. Julian Bagyendera (Provide & Equip Ltd), and a closing prayer and national anthem bringing five days of pre-conference and conference activity to a dignified conclusion. Jinja Excursion – Visit to the Source of the River NileIn the afternoon of Day 5, Friday, 8 May 2026, a group of conference participants embarked on a pre-arranged half-day excursion to Jinja, travelling approximately two hours from Kampala to visit the Source of the Nile – one of Africa's most iconic geographical landmarks and a site of profound historical and cultural significance as the point where the White Nile begins its long journey northward through Sudan and Egypt to the Mediterranean Sea. This was a visit to the source of the longest river in the World where it touches the third largest lake in the World. The excursion offered a welcome opportunity for informal fellowship after the intensity of the intellectual intercourse of the preceding days, and the boat ride on the Nile was a particular highlight – gliding across the calm, expansive waters at the source, with lush green islands on either side, the gentle current beneath us, and the distant roar of Bujagali Falls carried on the breeze. It was one of those rare moments at a professional conference where colleagues from across Africa and beyond set aside their evaluation frameworks and simply shared the experience of being in a magnificent place together, conversations flowing as freely as the river itself. The Jinja excursion was, in every sense, a fitting close to a landmark conference – a reminder that the bonds built between evaluators in the corridors and session rooms of UEW 2026 extend well beyond the formal programme, and that the evaluation community is, at its core, a community of people who care deeply about Africa and about each other.
Key Reflections and RecommendationsFour overarching lessons stand out from UEW 2026. Africa-led evaluation approaches have achieved genuine institutional momentum, with decolonisation and community ownership now central rather than peripheral to the profession’s self-understanding. Governance and political economy dimensions must be embedded in evaluation design rather than treated as background context. The evaluation profession is not yet adequately equipped to govern the risks of generative AI, particularly around evidence integrity and Indigenous rights. And universities, think tanks, and VOPEs are interdependent pillars of a functioning evaluation ecosystem, each requiring deliberate and sustained investment. On this basis, I recommend that the EvalIndigenous Global Network should continue strengthening support for Africa-led, context-sensitive evaluation approaches; integrate Indigenous knowledge systems into programme design and evaluation frameworks aligned with the Wolastoq Declaration (2024) and the African Evaluation Principles (2021); build partnerships with universities, think tanks, and evaluation networks; invest in AI literacy and ethical data governance capacity with attention to Indigenous data sovereignty; and adopt governance-sensitive methodologies capable of tracking power, civic space, and institutional accountability alongside conventional development indicators. ConclusionUEW 2026 was a landmark event in Africa’s evaluation calendar. My participation – as Keynote Panellist, three-time technical presenter, EvalIndigenous Dinner Co-Host and principal speaker, and two-time published contributor to the UEA Commemorative Handbook – gave me a comprehensive vantage point on the conversations shaping the evaluation profession across the continent. What I carry forward most strongly is the conviction that Africa’s evaluation future will be built not on any single innovation or institution, but on the depth and quality of the connections forged between knowledge systems, institutions, generations, and communities. UEW 2026, at its best, was precisely where those connections were made.  The EvalIndigenous Global Network Dinner official banner
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Report on Participation of Dr. Awuor Ponge - Part 1IntroductionI participated in the 9th Uganda Evaluation Week (UEW 2026), organised by the Uganda Evaluation Association (UEA)to mark its Silver Jubilee (2001–2026). My participation was made possible by the support of the EvalIndigenous Global Network through her Global leadership of Co-Chairs Dr. Fiona Cram and Serge Eric Yakeu Djiam. Special thanks to the Global Leadership and to the Network as a whole for this support. My engagement spanned the full five days of the conference – from pre-conference capacity development workshops on Days 1 and 2, through keynote and parallel sessions on Days 3 and 4, to the closing plenary on Day 5. This report highlights the key contributions I made and the principal takeaways from each session in which I participated.  Main Conference Media Briefing Platform Pre-Conference Workshops (Days 1 & 2)Day 1 – Monday, 4 May 2026On Day 1, Monday, 4 May 2026, I participated in a pre-conference Workshop on ATLAS.ti for Rigorous Qualitative Evidence. This full-day workshop, facilitated by Mr. Eugene Miheso Swinnerstone (Senior M&E and ICT Consultant, UEA Academia Representative), introduced ATLAS.ti as a platform for systematic qualitative data analysis in monitoring, evaluation, research, and learning (MERL) practice. The central message was that rigorous qualitative evidence demands appropriate digital infrastructure, not methodological intent alone. The workshop demonstrated how ATLAS.ti enables systematic coding, organisation of complex datasets, and the production of audit-ready analytical outputs – standards increasingly required by donors, governments, and evaluation commissioners. My key takeaway was the importance of investing in digital capacity for qualitative evaluation work across African development contexts, where qualitative methods are widely used but often analytically underdeveloped.
Day 2 – Tuesday, 5 May 2026On Day 2, Tuesday, 5 May 2026, I participated in a pre-conference Workshop on AI-Powered Digital Data Collection. This two-part practical workshop was co-facilitated by Mr. Kenneth Otikal (CEO, NATE Africa Consulting Ltd) and Mr. Eugene Miheso Swinnerstone, anchored in a live fieldwork case from the ADEFO Multi-Actor Partnership (MAP) Projectin Teso, Eastern Uganda. Session 1 demonstrated how AI tools can convert complex paper-based survey instruments into fully functional KoBoToolbox XLSForms in under 60 minutes, compressing a process that previously consumed up to three days. Session 2 introduced AI-powered interview agents for automating structured Key Informant Interviews, with a hybrid model in which AI handles factual and operational questions while human researchers manage sensitive and strategic exchanges. Both sessions were grounded in Uganda’s Data Protection and Privacy Act (2019), with strong emphasis on informed consent, data sovereignty, and the ethical limits of AI deployment. My key takeaway was that AI offers transformative efficiency gains in data collection, but only within a framework of ethical rigour, community consent, and continuous human oversight. Launch of the Commemorative HandbookThe Official Opening Ceremony on Day 2 (5 May 2026), presided over by Rt. Hon. Justine Kasule Lumumba (Minister for General Duties, OPM) and chaired by Dr. Josephine Watera (UEA President and Conference Chair), marked the launch of the UEA Commemorative Handbook, From Evidence to Impact: 25 Years of Evaluation Learning, Practice and Influence in Uganda. I contributed two chapters to this volume. The first, co-authored with Dr. Josephine Watera and appearing as Chapter 2, is titled: “The Evolution of Monitoring and Evaluation in Eastern Africa with a Focus on the Public Sector in Uganda and Kenya: From Aid Conditionality to National Ownership.” The second, my sole-authored contribution appearing as Chapter 12, is titled: “From Capacity to Credibility – Reframing Evaluation Capacity and Professionalizing Evaluation Practice in Eastern Africa within Global Paradigms.” This chapter advances a critical argument about the relationship between capacity development and professional credibility in Eastern African evaluation practice, situating the region’s trajectory within broader global frameworks of professionalisation and institutional accountability. Day 3 – Wednesday, 6 May 2026Keynote Panel 1: Harnessing AI and Big Data for Transformative Evaluation in AfricaOn Day 3, I was a Panelist in a Keynote Speech titled: Harnessing AI and Big Data for Transformative Evaluation in Africa. This morning plenary was keynoted by Dr. Fredrick Edward Kitoogo (Principal, Uganda Institute of Information and Communications Technology – UICT), who presented a compelling case for AI-enabled evaluation systems including automated reporting, predictive analytics, real-time dashboards, and a proposed “EvalGPT” model for evaluation intelligence. The session was moderated by Mr. Eugene Miheso Swinnerstone, with the panel comprising Dr. Rose Nakasi(AI Researcher and Lecturer, Makerere University), Dr. Steven Masvaure (Senior Researcher, CLEAR-AA), and myself. I used my panel contribution to engage critically with four dimensions of the AI agenda. First, I foregrounded the risk of AI hallucinations in evaluation practice – instances where generative AI produces outputs that appear credible but are in fact fabricated, including invented statistics, false citations, and misleading conclusions capable of distorting policy and funding decisions. I argued that AI must augment, not replace, professional judgment, and that all AI outputs require rigorous human verification before use in evaluations or donor reports. Second, I raised the question of Indigenous Data Sovereignty, pressing on three unresolved concerns: whether Free, Prior, and Informed Consent (FPIC) is genuinely respected in AI evaluation pipelines; algorithmic bias arising from the systematic underrepresentation of Indigenous populations in AI training datasets; and the risk of privacy violation, cultural exposure, and surveillance of land rights defenders through AI-enabled data systems. Third, I acknowledged AI’s positive potential for Indigenous communities when deployed ethically and under community control, including for language preservation, land rights mapping, environmental monitoring, and remote healthcare access. Finally, I called for Africa-led AI governance frameworks in evaluation that centre justice, cultural integrity, and responsible evidence generation – frameworks that must be developed by and for African evaluation communities rather than borrowed wholesale from the Global North.  Participants attentive in a Conference session Technical Session A: From Ivory Towers to Innovation HubsOn the same Day 3, I was a presenter in a Technical Session on Capacity building. My paper presentation was titled: From Ivory Towers to Innovation Hubs: The Transformative Role of Universities and Think Tanks in Reimagining Evaluation Practice. This session was chaired by Ms. Tebogo Fish (Programme Manager, Research and Learning, CLEAR-AA), with other presenters in the strand including Mr. George Theuri Kingori from the Consultative Group on International Agricultural Research (CGIAR)’s Independent Advisory and Evaluation Service (IAES), who presented on “Harnessing Innovative Finance for Agricultural Research for Development: Evaluative Learning from CGIAR’s Ways of Working.” In my presentation, I argued that African universities must complete the transition from isolated knowledge-producing institutions into innovation hubs that generate practically relevant evaluation knowledge, train emerging evaluators in applied and decolonial methodologies, and contribute directly to national evaluation systems. I cited the University of Pretoria, Makerere University, the University of Nairobi and the Open University of Tanzania as institutions making this shift, and highlighted the complementary role of think tanks – including the International Centre for Evaluation and Development (ICED), the Economic and Social Research Foundation (ESRF), and the Partnership for African Social and Governance Research (PASGR) – as essential bridges between evidence generation and policy engagement. I was candid about persistent constraints: donor dependency distorting think tank agendas, unstable funding cycles, weak research-to-policy uptake, and the inherent difficulty of demonstrating policy influence. My core recommendation was for deliberate collaborative partnerships between universities and think tanks, combining universities’ methodological depth with think tanks’ policy proximity, all underpinned by expanded investment in Africa-led evaluation infrastructure and the growth of networks such as AfrEA and national VOPEs.  The joy of taking part in cutting the Cake to mark 25 years of UEA Keynote 2: Strengthening Evidence Systems for Uganda's National Development Plan (NDP)In the afternoon of Day 3, I attended a plenary that featured Keynote 2, titled "Strengthening Evidence Systems for Uganda's National Development Plan (NDP) IV," delivered under Strand 2: Evidence for NDP IV Implementation in the Kisakye Main Hall. The keynote was delivered by Dr. Winne Mukisa Nabiddo (Senior Manager, Research and Development Performance, National Planning Authority – NPA), with a panel comprising Mr. Julius Mukunda (Board Secretary and Executive Director, Civil Society Budget Advocacy Group – CSBAG), Ms. Neema Noel Kilembe(Assistant Director, Performance, M&E, Office of the Prime Minister, Tanzania), and Dr. Joy Asiimwe Turyamwijuka (Lecturer, Uganda Christian University – UCU), moderated by Mr. Benjamin Kachero (Senior Economist and Head M&E, Judiciary Uganda). The session examined the critical role of robust, institutionalised evidence systems in driving the successful implementation of Uganda's fourth National Development Plan, arguing that NDP IV can only deliver on its ambitious national transformation agenda if monitoring and evaluation are embedded not as compliance exercises but as genuine learning and decision-support mechanisms across all government ministries, departments, and agencies – with particular emphasis on strengthening linkages between data generation, budget performance tracking, and policy accountability at both national and sub-national levels.
Technical Session B: Trumpfication, Trumpformation and Impacts for AfricaOn the same Day 3, I was a presenter in a Technical Session on Governance, Learning & Accountability. This session was chaired by Ms. Noeline Gwokyalya, with other presenters in the strand including Ms. Jackline Musuya, who presented on: “Institutional Feedback Loops and Adaptive Management in M&E Practice: A Case Study of Water Mission Kenya”; and Dr. Josephine Watera who presented on: “Evaluating Parliamentary Performance for Accountability and Learning: Insights from the Legacy Report of Uganda’s 10th Parliament My presentation titled: “Trumpfication and Trumpformation of Development Aid and its Ramifications for Africa”, introduced two original conceptual categories to analyse the effects of US foreign aid retrenchment on African governance and evaluation systems. “Trumpfication” describes the restructuring of aid relationships around loyalty, strategic alignment, and ideological compatibility rather than development performance. “Trumpformation” captures the deeper institutional changes that follow: the transformation of governance structures, civil society ecosystems, and accountability frameworks in response to altered aid dynamics. Drawing on case evidence from Uganda, Kenya, and the Sahel, I documented measurable consequences including declining enforcement of democratic norms, shrinking civic space, weakened pressure for electoral reform, increased vulnerability of women’s rights and LGBTQ+ organisations, and growing authoritarian resilience. My methodological argument was that traditional results-based evaluation frameworks are structurally incapable of capturing these dynamics, and that what is needed are governance-sensitive, Africa-led approaches capable of tracking citizen voice, power relations, institutional resilience, and the enabling environment for civil society and independent media. I concluded with a call for Africa to diversify its development partnerships, strengthen domestic accountability systems, and build independent evaluation institutions capable of tracking political economy realities over time. EvalIndigenous Global Network DinnerThe last event of Day 3 was the EvalIndigenous Global Network Networking Dinner. I served as Co-Host and one of the principal speakers alongside Co-Convenor Mr. John T. Njovu (Zambia). The dinner was attended by 25 guests representing nine countries, including evaluation leaders, Young and Emerging Evaluator (YEE) representatives, and government officials. The programme featured: Welcome Remarks by Dr. Josephine Watera (UEA President); my address presenting the African Chapter’s history and five thematic areas; an Awards Ceremony honoured by Dr. Josephine Watera (UEA President); YEE Speeches by Mr. Alexander Kisioi Koech, Mr. Rinji Lekyes Kwarkas, Ms. Nurain Ahmed, and Mr. Solomon Michael Gitau Waiyego; a Keynote Reflection by EvalIndigenous Global Co-Chair Serge Eric Yakeu Djiam (Cameroon); and Closing Remarks by Prof. Almas Fortunatus Mazigo (Tanzania). Goodwill Messages were coordinated by Mr. Matthew Lubuulwa (Vice-President, AfrEA), who also served as the Master-of-the-Ceremony. The Awards Ceremony honoured those who have made great contributions to the work that has had great impacts on the portfolio of the EvalIndigenous Global Network, including the founders and current leadership as well as the Young and Emerging Evaluators.  Members of EvalIndigenous pose at the close of the Network Dinner in Kampala, Uganda
The session brought together leaders from EvalPartners, IOCE, APEA, UN agencies, youth networks, and evaluation associations across Asia and beyond. We were invited to respond to key questions: What are the focus areas of GEA 2.0? Why do they matter now? Who are the actors? What pathways and synergies are needed? and What challenges lie ahead? As Co-Chair of EvalIndigenous, my contribution focused on what GEA 2.0 means for Indigenous evaluation — and what Indigenous evaluation offers to GEA 2.0. This post talks about the GEA 2.0. What is the GEA 2.0The Global Evaluation Agenda 2.0 (GEA 2.0), launched in 2025, is a shared global framework designed to make evaluation “future-fit” in a time of polycrisis — climate change, widening inequality, conflict, democratic fragility, and accelerating technological change. It builds on GEA 1.0 but moves further: from strengthening evaluation systems to transforming evaluation so it can contribute meaningfully to: People - Planet - Prosperity - Peace GEA 2.0 is structured around four mutually reinforcing dimensions:
Why GEA 2.0 Matters for Indigenous Evaluation
1. Enabling Environment
2. Institutional and Organizational Capacities
3. Individual CapabilitiesGEA 2.0 calls for evaluators who are culturally responsive, ethically grounded, and systems-aware. Indigenous evaluation extends this further. Individual capability includes:
ConclusionTaken together, these four dimensions show that Indigenous evaluation is not peripheral to GEA 2.0, but deeply aligned with its transformative intent. For Indigenous peoples, evaluation has always been about sustaining relationships — with People and our non-human relations, with Mother Earth, and across generations — so that collective Prosperity is shared and Peace is grounded in justice and decolonisation. Seeking to indigenise the evaluation system does not mean replacing one framework with another; it means embedding reciprocity, relational accountability, knowledge sovereignty, and intergenerational responsibility at the heart of evaluation practice. When these values shape enabling environments, institutions, individual capabilities, and catalytic action, evaluation becomes a force for restoring balance and guiding systems transformation. What works for Indigenous peoples—relational, rights-based, and regenerative evaluation—ultimately strengthens evaluation for all peoples and for the planet we share.
Voices from the Land: Indigenous Evaluation and the Global Movement for Relational Accountability8/13/2025 At the recent International Janjatiya Gaurav (Tribal Pride) Seminar, Dr Fiona Cram, Director of Katoa Ltd. in Aotearoa New Zealand and Co-Chair of EvalIndigenous, shared a vision for Indigenous evaluation grounded in sovereignty, culture, and relationships. Speaking from a Kaupapa Māori inquiry paradigm—that is, research and evaluation by Māori, for Māori, and with Māori—Dr Cram described how Indigenous evaluation resists external definitions of success. Instead, it centres mātauranga Māori (Māori knowledge), tikanga (cultural protocols), and self-determination, ensuring cultural vitality, sustainability, and even the return of land. She challenged dominant evaluation models that overlook or distort Indigenous perspectives, impose outside measures, and too often operate without accountability to communities. Introducing EvalIndigenous, a global network of Indigenous evaluators and allies, Dr Cram outlined its “seeding, germinating, growing, blossoming” theory of change. Across regions, from Aotearoa and the Pacific to Africa, Asia, Turtle Island and Latin America, EvalIndigenous supports Indigenous-led evaluation that is culturally grounded and community-driven. Central to this movement is the Wolastoq Declaration on Indigenous Evaluation, created in 2024 by Indigenous evaluation leaders and allies. The Declaration asserts the right of Indigenous Peoples to define, conduct, and benefit from evaluation, and calls for honouring Indigenous rights, protecting knowledge sovereignty, and mobilising traditional paradigms. Dr Cram emphasised relational accountability as the connecting thread — being answerable to people, lands, ancestors, and future generations; upholding reciprocity and respect; and sustaining connections across contexts. She highlighted Asia–Pacific projects in Fiji, Nepal, Sri Lanka, Bhutan, Mongolia, and the Philippines, including the APEA Toolkit for Indigenous Evaluation. Closing her talk, Dr Cram reminded participants that “evaluation is not just about measuring change — it is about creating it.” When Indigenous peoples define success, she said, “we define our own futures.” Her presentation with notes is available here. By Dr. Fiona Cram | CREA VIII Conference Keynote Reflection | April 2025In April 2025, I had the honour of delivering a keynote at the CREA VIII Conference in Chicago, themed Relational Responsibilities in Culturally Responsive Evaluation and Assessment. I stood before an audience of global evaluators, researchers, and community advocates to speak not only about Indigenous evaluation—but from it. My keynote, “Standing Firm to Move Forward,” was a weaving together of our histories, our grief, our resilience, and our responsibilities. At its heart, Indigenous evaluation is about relationships. It begins not with methods or indicators, but with identity and place—where we stand, who we stand with, and why we do this work. For Māori, this is our whakapapa (genealogy), our whenua (Land), and our kaupapa (agenda). Across Turtle Island, Latin America, Africa, the Pacific and beyond, Indigenous evaluators hold similar truths: that evaluation must emerge from our values, our languages, and our collective aspirations.  Grounding in Place and HistoryI opened by inviting everyone to introduce themselves to a neighbour and share where they felt most at home on the land. This was an act of whanaungatanga—establishing relationships, grounding ourselves in our own stories of place and belonging. Evaluation, when rooted in Indigenous worldviews, is inseparable from our connections to land, history, and people. Place is not simply geography. It is kin. The land carries scars of colonisation and resistance, just as we do. In his work Towards Scarring, Cash Ahenakew reminds us that the land remembers, that scars are not just signs of pain but of survival. In this way, land teaches us how to stand firm, how to heal, and how to move forward with dignity and purpose.
Navigating the Currents of Global GriefThis brings us to our first key evaluation question: Why is this initiative needed? Not just from a funder's perspective, but from the perspectives of those most affected. Whose pain are we addressing? Whose healing are we honouring? We are living in a time of deep, visible global grief. From Gaza to West Papua, from the Sahel to Standing Rock, Indigenous and oppressed communities are experiencing the compounding forces of colonisation, war, ecological collapse, and displacement. These are not isolated crises. They are braided together—roots sunk deep into the violence of empire. As evaluators, we cannot look away. Ibrahim Kamara’s short film “How philanthropists are destroying African farms” (The Guardian, 2024) reminds us: We are not drowning. We are being flooded. Flooded by histories that have been dammed and diverted. As Ahenakew puts it, sacred pain is our refusal to look away. Evaluation must also refuse detachment. It must bear witness, recognise grief, and seek justice—not just outcomes.
Indigenous Evaluation as an Act of CareThe second key question--How is this initiative being implemented?—often sounds procedural. But in Indigenous evaluation, it is profoundly relational. Implementation does not begin with a contract. It begins with whakapapa, with history, with place, and with aroha—love for our people. Evaluation, in our hands, is not extractive. It is not just observation. It is ceremony. It is care. When I reflect on Māori concepts like manaakitanga (hospitality), whanaungatanga (kinship), and tikanga (cultural protocols), I see a different pathway forward—one in which evaluation becomes an extension of our responsibilities to one another, not a technical imposition. One powerful example of this was Te Oho Ake, a youth wānanga at Ruataniwha Marae in Wairoa. Over five days, rangatahi became evaluators—not of a programme, but of their own transformation. They climbed their ancestral mountain, shared stories, built trust. Evaluation was not a separate task. It was lived. It was relational. It was whānau (family)-held. This is what evaluation can be when it is led by those it seeks to serve.
Whose Outcomes? Whose Impact?The third evaluation question--What are the outcomes and impacts?—requires us to go deeper. Whose wellbeing are we measuring? What version of a “good life” are we using? As the late Manuka Henare taught, true wellbeing is grounded in mana, whakapapa, and collective flourishing—not material wealth. Inspired by his work and Amartya Sen’s capabilities approach, we ask: Did this initiative uplift mana (prestige)? Did it strengthen our relationships with Land, spirit, and each other? This is what I call ontological justice—not just equity in services or access, but the right to define and pursue wellbeing on our own terms. In this way, evaluation becomes a tool of self-determination, not surveillance. It affirms who we are, not just what we do.  He Awa Whiria – Braided Rivers, Braided WorldsTo walk between Indigenous and Western paradigms, I turn to He Awa Whiria—the braided rivers model. Just like the alluvial rivers of Aotearoa New Zealand, knowledge systems can run side by side: distinct, but interconnected. Our HPV self-testing project with Māori women demonstrated how relational, community-led research can inform large-scale scientific innovation. Our braided river began with elders, researchers, whānau, and community experts. Together, we designed a study, analysed findings, and translated them into action—culminating in a nationwide health policy shift. The river metaphor reminds us that evaluation is a journey. It requires trust. It requires pausing. It requires humility. From whanaungatanga (relationships), to kaupapa (planning), to mahi (doing)—we evaluate as we live: together, on purpose.
The Wolastoq Declaration and the Future of Indigenous EvaluationIn 2024, EvalIndigenous helped convene a global gathering in Fredericton, on the Lands of the Wolastoqiyik people. What emerged was not just a declaration—it was a collective affirmation of our sacred responsibilities as Indigenous evaluators. The Wolastoq Declaration asserts three principles:
Conclusion: Stand Firm, Paddle ForwardI closed my talk with a waiata (song):
Mā wai rā e taurima / Te marae i waho nei? / Mā te tika, mā te pono / Me te aroha e. Who will tend to the marae here? / Truth, honesty, and love will. In these times of turbulence, evaluation can be an anchor—or it can be a rudder. When grounded in truth, in love, and in our obligations to place and people, it becomes both. To my fellow evaluators: stand firm in your place. Paddle together. And always, always let the land show you how to move forward.  0 – Author (right) at the end of a presentation in one of the Sessions, with fellow presenters: Emmanuel Anobir Mensah (left) from the Mississippi State University; Dr. Gabriel Keney (second left) and Eunice Oduro (second right) from the University of North Carolina, Greensboro, USA Day 1 - Wednesday, 9 April 2025I credit my participation to the CREA VIII Conference in Chicago, Illinois to two main sponsors. KATOA Limited, New Zealand through Dr. Fiona Cram, the Co-Chair of the EvalIndigenous Global Network, paid for my ticket; and the Center for Culturally Responsive Evaluation and Assessment (CREA) at the University of Illinois at Urbana Champaign for the Conference registration. Without your support, I couldn’t have made it to Chicago, Illinois. Special thanks to Prof. Denice Ward Hood, the Director of the Center for Culturally Responsive Evaluation and Assessment (CREA) at the University of Illinois at Urbana Champaign; the Administrator of the CREA program, Timothy A. Leyhe and Dr. Anthony B. Sullers Jr., a Post-doctoral Research Fellow at CREA. Thank you so much! I wish to state that this was my first ever CREA Conference. So far, seven similar Conferences have been conducted and this was the 8th. The Conference ran from 8 – 11 April 2025, with the first day and half of the second day, set aside for pre-Conference Capacity-building Workshops. The official Opening Session for the Conference was on Wednesday, 9 April 2025 and ran from 12.30pm to 2.00pm, characterised by Indigenous entertainment and Welcome Remarks by Prof. Denice Ward Hood, the Director of the Center for Culturally Responsive Evaluation and Assessment (CREA) at the University of Illinoisat Urbana Champaign.  1 – Author (Right) with the incoming President of the International Evaluation Academy (IEA) and Former President of the Canadian Evaluation Society (CES), Andrealisa Belzer (left) and Co-Chair of EvalIndigenous Global Network, Dr. Fiona Cram (Centre) After the official opening, my next session was: a multi-paper presentation session dubbed: 1.2: Paper Session – Indigenous Evaluation. The Session Chair was Nicole R. Bowman-Farrell, of Bowman Performance Consulting, LLC. The first paper presentation in this session was titled: “Cultural Compass: Navigating assessment data through Indigenous wayfinding.” This presentation was made by Chiara Logli, an Assistant Professor and Institutional Assessment Specialist at the Honolulu Community College and Ululani Kahikina, the Kūkalahale Title III Grant Manager and lead facilitator of the E Hoʻi Nā Wai Indigenous Education Professional Learning Program located at Honolulu Community College, United States of America. The presenters explored how Hawaiian paradigms can enhance higher education assessments by integrating culturally responsive strategies that prioritise diversity, equity, and inclusion while addressing the limitations of standardized indicators. Using Grounded Theory methodology, they analysed faculty reflections from 2000 to 2024 to identify supports and barriers to student learning, emphasizing the need to contextualize both instruction and assessment practices. Their study advocates for learning environments rooted in Hawaiian cultural perspectives, aiming to inform institutional decision-making and professional development through contextualised data analysis.
This next presentation was titled: “Ho'okahi ka 'Ilau Like Ana (Wield the Paddles Together): A collaborative approach to indigenous assessment, cultural validity and outcomes in early childhood”and was made by Landry Leimalami Fukunaga, on behalf of the other authors: Shelli Aiona Kim, Nicole Mokihana Souza, all of the Kamehameha Schools, United States of America. The presenter highlighted a three-year initiative to develop and implement culturally valid, standards-based assessments for Hawaiian culture-based early childhood education, emphasising culturally defined outcomes over traditional Western frameworks. Through engaging multiple stakeholders and cultural experts, their study demonstrates the reliability and impact of these assessments in fostering Native Hawaiian identity, cultural learning, and social-emotional well-being, offering insights for broader applications in indigenous education. This last presentation in this session was made by Jackie Ng-Osori but the other authors who did not make it for the Conference included: Noilyn Mendoza, Patti Dayleg, 'Alisi Tulua, Alyshia Macaysa, Jason Lacsamana, and Amy Huang. In her presentation titled: “Pilina and Waialeale: Building Relationships and Connections Through the Rippling Waters”, Jackie Ng-Osori highlighted about The Healing Tides initiative, funded by the St. Joseph Fund, and how it unites nine Native Hawaiian and Pacific Islander organizations in Southern California to address inequities through culturally responsive, community-driven strategies rooted in trust, traditional knowledge, and resilience. She emphasised that through relational responsibilities and co-creating culturally relevant metrics, the initiative creates an environment of mutual learning, accountability, and systemic change while respecting the unique identities of each participating organization. This approach demonstrates how culturally responsive evaluation can balance individuality and collective action to amplify community strengths and promote equity and well-being.  3 - Co-Chair of EvalIndigenous Global Network, Dr. Fiona Cram delivering her Keynote address I then headed to the Atlantic Ballroom for the Opening Keynote address by Dr. Fiona Cram of Katoa Limited, who also happens to be the Co-Chair of the EvalIndigenous Global Network. Dr. Fiona Cram’s keynote address titled: "Standing Firm to Move Forward: Place, History, and the Future of Indigenous Evaluation", emphasised that Indigenous evaluation must be rooted in place, history, and relationships to foster transformation and justice. She highlighted the importance of ancestral knowledge, cultural sovereignty, and relational accountability in evaluation practices. Dr. Cram advocated for methodologies like Kaupapa Māori, which centre Indigenous values such as self-determination (tino rangatiratanga), collective well-being (whānau), and respect for land (whenua). She addressed global grief stemming from colonization and environmental crises, urging evaluators to use evaluation as a tool for healing rather than oppression. Relational evaluation, grounded in trust and care, was presented as a pathway to empower communities and uphold Indigenous worldviews. Ultimately, Dr. Cram called for evaluations that honor Indigenous rights, strengthen relationships with land and people, and ensure outcomes reflect cultural aspirations—charting a transformative path forward for Indigenous evaluation practices. Dr. Cram urged evaluators to:
The address that earned Dr. Fiona Cram a well-deserved standing ovation from the participants, advocated for evaluations that are culturally responsive, transformative, and rooted in Indigenous values – ensuring they serve as instruments of justice and empowerment for present and future generations. Day 2 - Thursday, 10 April 2025On the second day of the Conference, I started my day by attending the morning plenary session which involved a powerful Panel made up of CREA Partners in the Atlantic Ballroom. The session was Chaired by Dr. Anthony B. Sullers Jr., from the Center for Culturally Responsive Evaluation and Assessment (CREA) at the University of Illinois Urbana-Champaign. The Panelists included: Dr. Dominica McBride, a Community Psychologist and Founder at BECOME; Prof. Joe O’Hara, a Full Professor of Education at Dublin City University, Director – Centre for Evaluation, Quality and Inspection (EQI); Dr. Palama Lee (CREA Hawai’i, Liliuokalani Trust) (LUH-LE + UH WOKE + KUH LAA NEE), and Dr. Rick Alan Sperling, Associate Professor of Psychology and Director of Community-based Research at the St. Mary’s University. The key messages delivered by the Panelists were an emphasis on the transformative potential of culturally responsive evaluation and assessment (CREA) in fostering liberatory relationships and advancing social justice globally, particularly in the face of challenges like the erosion of diversity, equity, and inclusion initiatives. They shared insights on relational responsibility, positionality, and strategies for leveraging CRE to protect, uplift, and empower communities through affirmation, resistance, and hope. After the plenary session, I attended my next session which was a multi-paper session on the sub-theme of: “Relational Validity”. The Chair of the Session was Karen E. Kirkhart, of Syracuse University, while the Discussant was Melissa Goodnight of the University of Illinois at Urbana-Champaign. In this session, Karen E. Kirkhart made the first presentation which was on: “Relational Responsibilities and Validity.” Karen emphasised that validity in evaluation is a relational responsibility, deeply rooted in culturally responsive practices that honour local knowledge, history, and land; while requiring evaluators to critically reflect on their positionality and privilege. She argued that relationships must be held accountable for their impact on equity and justice, as relational dynamics can either enhance validity or perpetuate marginalisation and complicity.
Ketan Mathavan, a Doctoral Candidate at the University of Massachusetts Amherst, United States of America and Melissa Rae Goodnight, an assistant professor in the Department of Educational Psychology as well as Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign, made their presentation on: “Large-scale Assessment Alchemy: Lessons from India on Blending Culture and Citizen-engagement for Stronger Validity.” The presenters highlighted the urgent need for culturally responsive assessments that account for students' unique identities and cultural perspectives, proposing an expanded framework to address the entire assessment process, including stakeholder involvement and culturally relevant design decisions. Using India's Annual Status of Education Report (ASER) as a case study, Ketan demonstrated how citizen-led assessments can effectively monitor foundational learning in diverse contexts, emphasising grassroots engagement and cultural sensitivity. Kerry S. Englert of Seneca Consulting, USA and Pōhai Kūkea Shultz of University of Hawaii, Mānoa College of Education made a presentation on: “Using a Cultural Lens to Examine Validity Based on Relationships to External Variables”. The presenters emphasised on the importance of using a cultural lens to examine the validity of educational assessments, particularly in contexts like Hawaiian language immersion programs. They highlighted the Kaiapuni Assessment of Educational Outcomes (KĀʻEO) as an example of prioritising equity, community engagement, and cultural relevance over traditional comparisons to external assessments that lack social justice aims. Their study underscored the value of incorporating teachers' perceptions and community partnerships to build evidence for validity while advancing culturally sustaining and innovative assessment practices. The last presentation in this session was by Prof. Robert Stake, a Professor Emeritus, Educational Psychology , University of Illinois, Urbana-Champaign, USA, who made a powerful presentation titled: “Judgmental Validity”. Prof. Stake emphasised that the concept of "judgmental validity" in evaluation pertains to the quality and representativeness of a report synthesising an evaluand, beyond traditional psychometric validity measures. He argued that evaluators ensure this validity through collaborative, iterative reviews of language, calculations, and interpretations to faithfully represent cultural contexts and meet practical utility. The key messages coming from his presentation were:
During the lunch break, we had the Edmund W. Gordon Distinguished Lecture and Luncheon which was delivered by Prof. Nelson Flores. Prof. Nelson Flores is a professor in educational linguistics at the Graduate School of Education, University of Pennsylvania in Philadelphia; and affiliated faculty with the Center for Latin American and Latinx Studies. The compelling keynote address focused on the intersection of language, race, and colonialism in shaping U.S. educational policies and practices. He highlighted how raciolinguistic ideologies have historically framed the language practices of racialized communities as deficient, perpetuating systemic inequities. Prof. Flores emphasised the need to challenge these colonial logics embedded in bilingual education and educational linguistics, advocating for decolonial approaches that empower racialized bilingual students to redefine their identities beyond deficit narratives. Prof. Flores also discussed how foundational concepts in educational linguistics contribute to harmful policies and practices by reinforcing colonial frameworks. He called for reimagining bilingual education as part of a broader political project aimed at fostering inclusive ways of being and knowing, challenging the white supremacist status quo. After lunch on Day 2, I attended a multi-paper session, in which I was also a presenter. The session was: 3.3: Paper Session – International Evaluation II and run from 2:15pm - 3:45pm. The Session was Chaired by Prof. Joe O’Hara, a Full Professor of Education at Dublin City University, Director – Centre for Evaluation, Quality and Inspection (EQI), President, EASSH and President Elect, World Educational Research Association; while the Discussant was: Martin Brown, also a Professor of Education at Dublin City University in Ireland. Prof. Joe O’Hara led a team made up of Sarah Gardezi, Martin Brown, Gerry McNamara, and Aideen Cassidyfrom the EQI/CREA Dublin City University, Ireland, in making the presentation titled: “‘Who you are can shape what you do’ – Exploring the reality of early school leaving and underachievement in Europe through a culturally responsive lens.” In their presentation, they emphasised the critical role of cultural responsiveness in addressing early school leaving (ESL) and underachievement in Europe, highlighting how systemic cultural dissonance, socioeconomic factors, and teacher expectations disproportionately affect marginalized and culturally diverse students. They advocated for integrative, culturally informed policies and practices—centered on family involvement, inclusive curricula, and professional development for educators—to transform educational systems into equitable spaces that leverage cultural diversity as an asset rather than a deficit.
Using a Case Study of a project funded by the Ford Foundation through EvalIndigenous Global Network, a study titled: “Traditional Decision-Making as Evaluation: Developing Indigenous Evaluation Methodologies with Kenyan Communities – Comparative Study among the Ogiek and the Mijikenda Communities”, I made the following key conclusions from the study:
The Team of Aideen Cassidy, Prof. Joe O’Hara, Anne Rowan from the Centre for Evaluation, Quality and Inspection / CREA / Dublin City University, Ireland, made a presentation on: “Exploring the role played by culture in a University community outreach programme - lessons from the evaluation of an Irish Higher Education initiative.” The presenters evaluated the Community Outreach Programme at the Technical University (TU) of Dublin, emphasising its focus on community-engaged research (CER) to address inequalities in university participation among minority groups through collaboration, mutual respect, and actionable knowledge. They highlighted their key recommendations which include fostering genuine partnerships with community stakeholders, addressing cultural barriers, and empowering underserved communities to ensure sustainable and inclusive engagement in higher education. My next session was 4.3: Paper Session – International Evaluation III. This Session was Chaired by Dr. Gabriel Keney, a recent Doctoral Graduate from the University of North Carolina, Greensboro. In the first presentation in this session, Emmanuel Anobir Mensah and Prof. Nesma Osman from the Mississippi State University, United States of America, made a presentation on: “Rethinking Evidence of Effectiveness: A Culturally Responsive Framework for Evaluating Interventions in African Communities.” The presentation was made by Emmanuel, who highlighted the inadequacy of traditional Western evaluation frameworks in capturing the cultural complexities and lived realities of African communities, advocating for culturally responsive approaches that integrate local knowledge, Indigenous practices, and community participation. He proposed practical strategies and highlights case studies to guide practitioners and policymakers in developing inclusive evaluation models that respect African-centered frameworks and foster equity and justice. He anticipates coming up with an all-inclusive framework that not only complements the exisiting ones, but a possibility of harmonising the indigenous evaluation frameworks.
Eunice Oduro and Dr. Gabriel Keney from the University of North Carolina, Greensboro, USA, made a presentation on the title: “Exploring Relational Responsibilities of Village Savings and Loans Associations (VSLAs) in Enhancing Women's Livelihoods in Rural Communities in Ghana.” Drawing on real-life experience from a project implemented in Ghana by CARE International, the presenters highlighted the critical role of Village Savings and Loans Associations (VSLAs) in improving women's livelihoods in rural Ghana by fostering financial inclusion, economic empowerment, and social benefits such as stronger networks and decision-making power. However, they also emphasised the need for supportive interventions, including financial literacy training and capacity building, to address persistent challenges and maximize the impact of VSLAs on women's economic and social well-being. Day 3 - Friday, 11 April 2025On the third day of the Conference, Friday, 11 April 2025, the first session I attended was: 5.2: Paper Session – Radical Resistance and Transformation in Evaluation. This session was chaired by dr. monique liston, the Executive Director of UBUNTU Research and Evaluation, United States of America. In the first presetation in this Session, Deja Taylor and Koren Dennison, MA both of UBUNTU Research & Evaluation, United States of America, made a presentation on: “Urban Assessments Rooted in Resistance: Reclaiming Our Responsibility of Belonging Through the Built Environment”. The presenters highlighted the need for urban planning to shed historical biases and embrace Black, Brown, and Indigenous perspectives, proposing a paradigm shift rooted in community resilience, creativity, and cultural connection to place. They advocated for decolonizing urban planning practices by amplifying marginalized voices, engaging deeply with community histories, and co-creating spaces that honour past legacies while fostering equitable futures. Kimolee Cowell and Lael-Marie Saez of Artists of Color Unite;and Kimberly Harris of Educa Consulting, USA, made their presentation titled: “The Art of Transformation and Reclamation”. In their presentation, they highlighted the importance of culturally responsive evaluation in addressing systemic inequities in Hartford's arts sector, particularly for artists of color, emphasising relational responsibilities to ensure underrepresented voices are central to the process. They examined the transformative impact of radical inclusion through Community Evaluation methodology, drawing lessons from a partnership between Educa Consulting, Hartford Foundation for Public Giving, and Artists of Color Unite! to build equitable ecosystems. Koren Dennison, MA of UBUNTU Research and Evaluation; Aurealia Johnson of YWCA Madison, and Prof. Carolina S. Sarmiento of University of Wisconsin, made a presentation on: “Evaluation as a Tool for Liberation”. They highlighted how evaluation can be leveraged as a tool for liberation by utilising inclusive methodologies like photovoice and journey mapping to amplify community voices and lived experiences. Using a Case Study involving UBUNTU and YWCA they demonstrated the impact of participatory evaluation in fostering deeper connections, generating valuable insights, and driving equitable programmatic decisions that align with evolving community needs. dr. monique liston, the Executive Director of UBUNTU Research and Evaluation, in her presentation on: “Radical Relationship Building through Evaluation: A Framework for Practice” fired up the participants by emphasising on the transformative potential of integrating a dignity framework into program evaluations, particularly for equity-focused initiatives. She highlighted how centering humanity, lived experiences, and systemic inequities, this approach fosters inclusive, culturally responsive evaluations that amplify marginalized voices, challenge traditional norms, and drive more equitable and effective outcomes. The audience was all fired up at the end of her presentation, earning her a standing ovation.
The second last session that I attended was 6.3: Paper Session – Relational Positionality in Evaluation.This was on Friday, 11 April 2025 from 10:45am - 12:15pm. The Session was Chaired by Cecilia Vaughn-Guy, from CREA, University of Illinois Urbana-Champaign; while the Discussant was dr. monique liston, the Executive Director of UBUNTU Research and Evaluation. During this session, a Team from CREA University of Illinois Urbana-Champaign, made up of Cecilia Vaughn-Guy, Dr. Anthony B. Sullers Jr., and Cherie Aventorganised a short Panel discussion on: “What do you see when you see me?: Explorations of physical positionality and the impact on evaluation relationships” The Panelists discussed how evaluators’ physical and social positionalities, including visible traits like race, age, and appearance, shape their relationships with evaluation clients, particularly in culturally responsive evaluation (CRE) contexts. Drawing on their experiences and case studies as Black evaluators in predominantly white academic spaces, they highlighted how these positionalities serve as both resources and barriers to building rapport, navigating power dynamics, and advancing social justice in marginalised communities. In the same session, Min Ma from Data+Soul Research, USA presented on a topic titled: ”How do we begin? Practices and Tools for Examining Evaluator Positionality, Assumptions, and Bias”. On her part, she discussed the critical need for evaluators to examine their own positionality, assumptions, and biases, emphasising that unchecked assumptions can lead to blind spots and flawed decision-making, particularly when influenced by underlying stereotypes. She highlighted practical tools and approaches for fostering introspection and dialogue within evaluation teams, aiming to honour diverse expertise and create conditions for more equitable and contextually informed evaluation practices. The third presentation in the session came from dr. monique liston from UBUNTU Research and Evaluation, USA titled: “To Pimp a Butterfly: Afrofuturist Relationship Building to use Evaluation for Liberation”. Firing up the participants with music and dance, she highlighted how Kendrick Lamar’s music, particularly “To Pimp a Butterfly” and “DAMN”, serves as a model for an Afrofuturist evaluation framework that centers Black resilience, trauma, healing, and transcendence, urging evaluators to prioritise lived experiences, cultural identity, and speculative re-imagination over traditional quantitative measures. She argued that integrating Afrofuturist principles into evaluation practices – such as dignity, relational responsibility, and artistic expression – can transform evaluations into tools for liberation, justice, and the envisioning of empowered Black futures. The fourth presentation in the session was by Deja Taylor and Koren Dennison from UBUNTU Research & Evaluation, USA; Radaya Ellis from the University of Wisconsin-Milwaukee; and Ryeshia Farmer from African American Roundtable (AART), jointly presenting on: “Decolonizing Needs Assessments Through Asset Based Community Development: A Culturally Responsive Approach to Community Power Building”. In this presentation, they discussed a 14-month participatory asset mapping project in Milwaukee’s Northwest side that used a culturally responsive, strengths-based approach, centered on Afrofuturist Evaluation, to elevate Black residents’ voices and cultural perspectives in community assessment. Key strategies highlighted included engaging local elders as “Knowledge Keepers,” training community members as co-investigators, and using interactive mapping tools to visualize community assets, ultimately offering practical guidance for equity-focused, culturally grounded evaluation and power building. The final session was the Closing luncheon, during which time, Dr. Warren Chapman delivered his closing Keynote, titled: “Movements and Rivers”. Dr. Chapman has served as the Chief Advancement Officer at the Chicago Lighthouse; Senior Vice President and Interim Vice President for Institutional Development at Columbia College Chicago; Vice Chancellor for External Affairs at the University of Illinois at Chicago; Vice President and National Philanthropic Advisor at JP Morgan Chase; President of the Bank One Foundation; and Lead Program Officer at the Joyce Foundation. As a visiting Assistant Professor at the University of Illinois at Urbana-Champaign, College of Education, he taught graduate courses in sociology of education and educational leadership. In his closing remarks, Dr. Chapman emphasised that Culturally Responsive Evaluation (CRE) is a dynamic, ever-evolving force that shapes and is shaped by the diverse cultural landscapes it encounters, much like a river carving new paths and nourishing all it touches. He called on evaluators to embrace this fluidity and relational responsibility, urging them to actively challenge inequities and translate evidence into meaningful action that uplifts and transforms communities  10 – Shining Home and Away – African participants shining at the CREA Conference My key take-aways and message from my participation at the CREA VIII Conference can be summed as follows:
Prabin Chitraker, Chairperson, Community of Evaluators - Nepal
Our EvalIndigenous session, titled 'Integrating indigenous evaluation and culturally responsive evaluation practices into the M&E curriculum',' took place on Wednesday, 04th December 2024 during the ACADEMIC SYMPOSIUM on M&E EDUCATION, 2-4 December 2024, Colombo, Sri Lanka. Session Moderator - Dr. Fiona Cram, Co-Chair of EvalIndigenous The session was moderated by Dr. Fiona Cram the Co-Chair of EvalIndigenous from Aotearoa, New Zealand. Dr. Fiona warmly welcomed all the participants to the session. In her opening remarks she emphasized the importance of entering communities as respectful visitors, good listeners, and valuing cultural norms in the communities. Dr. Fiona introduced the keynote speaker and the panelists of the session, highlighting their diverse expertise and contributions to Indigenous evaluation practices in their respective countries. While introducing Ms. Naomi Lee Be-ilan who is the Indigenous Member of the Ikalahan tribe from Philippines, Dr. Fiona emphasised the importance of including voices and perspectives of the community in such forums and discussions. Lead PresenterDr Almas Fortunatus Mazigo, Dar es Salaam University College of Education (DUCE), TanzaniaDr Almas Fortunatus Mazigo delivered a keynote address titled “Integrating Indigenous Evaluations and Culturally Responsive Evaluation Practices into the Monitoring and Evaluation Curriculum: Lessons from the Master of Arts in Development Evaluation (MADE) Program.” In his keynote address, Dr Mazigo presented a comprehensive overview of the historical context that paved the way for the creation of the Master of Arts in Development Evaluation (MADE) program at DUCE, Tanzania. He elaborated on the significant events and developments that influenced this initiative, emphasizing its importance within the educational landscape. Additionally, he discussed the key findings and insights from the mid-review of the program conducted in 2023, shedding light on its evolution to embrace Indigenous and African-rooted evaluation insights and approaches.
The MADE program is a 24-month accredited program offered at the Dar es Salaam University College of Education (DUCE) in Tanzania. Its goals are twofold: (i) to advance the field of development evaluation within the country, and (ii) to train skilled scholars and professionals in development evaluation. Since 2021, the program has attracted 48 students who are eager to acquire the knowledge and skills needed to conduct high-quality and credible development evaluations. In 2023, a thorough mid-review of the MADE curriculum was carried out to ensure its alignment with the 2021 African Evaluation Principles and incorporate content focused on Indigenous Evaluations. As a result of this review, valuable insights from Indigenous People’s evaluation thoughts and practices have been thoughtfully woven into various courses, enhancing the learning experience and broadening perspectives on development evaluation practices. Some specific changes and updates to the curriculum are detailed below.
Dr Mazigo enriched his keynote presentation with compelling real-world examples that highlighted the active role students could play in community-led evaluation practices. He shared a particularly impactful instance where students collaborated closely with a rural Tanzanian community. Together, they engaged in a multifaceted approach to gathering evidence for their evaluation assignment, utilizing creative methods such as storytelling, digital voices, and community mapping. This hands-on experience not only deepened the students' understanding of evaluation but also fostered a genuine connection with the community. As he concluded his presentation, Dr Mazigo left us with a powerful message, emphasizing the urgent need for academic institutions worldwide to embrace and prioritize ethical and culturally responsive evaluation in the monitoring and evaluation (M&E) education curriculum. His call to action resonated with the audience, motivating us all to commit to these principles and enhance the impact of our educational programs. Panel Discussion
He expressed the benefits of engaging students and parliamentarians through different initiatives which would provide students with real-world experience, networking opportunities, and enhanced practical understanding, complementing their theoretical education. For parliamentarians, these interactions offer access to fresh perspectives and expertise, which can enhance their capacity for informed decision-making. Dr. Bajracharya proposed several collaborative activities, including internships, fellowships, workshops, joint research projects, advisory roles, public hearings, and mentoring exercises. He concluded by emphasizing the mutual benefits of such partnerships, where students gain valuable exposure and skills, while parliamentarians build capacity and develop a deeper understanding of evidence-based policymaking.
Mr. Chitrakar, in relation to the opportunities in Nepal for integrating M&E into the curriculum, stated that Nepal does not offer a dedicated program on M&E as a standalone program, and courses on indigenous evaluation. However, universities like Kathmandu University (KU), Tribhuvan University (TU), Pokhara University, and Purbanchal University incorporate M&E as a components in their courses such as Rural Development, Social Work, and Indigenous Education. KU’s Master in Indigenous Education and Development (MIED) focuses on cultural preservation and sustainable resource management, providing an opportunity to integrate culturally responsive evaluation. Similarly, TU’s Anthropology and Rural Development programs include broader rural development curriculum that includes Social and Cultural Dimensions. He further stated that the demand for skilled evaluation professionals, Nepal’s rich cultural diversity, constitutional commitment to inclusivity, Nepal's M&E Act 2024 which emphasizes accountability and evidence-based decision-making reflects the significant potential to advance M&E education by integrating Indigenous Evaluation into existing curricula and also in developing standalone M&E programs. Mr. Chitrakar expressed the need for a multi-stakeholder approach involving universities, VOPEs, government agencies, NGOs, and international partners which can ensure these opportunities into reality, and shared the following possible roles of stakeholders.
Mr. Eroni Wavu, Co-Leader, EvalYouth Pacific, Fiji
He further shared success stories from Fiji, where community-led evaluations have empowered local populations to influence development initiatives. He shared about a recent evaluation where involved village elders and youth groups, who contributed valuable insights based on their experiences. This collaborative approach not only contributed the evaluation outcomes but also strengthened community. Mr. Eroni emphasized that demystifying M&E and making it accessible to grassroots communities is essential for ensuring that evaluations reflect the needs and aspirations of the people they serve. He further expressed the necessity of continued collaboration and attention to contextual dynamics to ensure meaningful and inclusive evaluation practices across the Pacific.
Ms. Erika shared that the participatory practices enriched the outcomes of a project aimed at preserving cultural heritage. Local youth were trained as interviewers and facilitators, enabling them to bridge the gap between traditional elders and external evaluators. Erika emphasized that such initiatives not only strengthen evaluation processes but also equip communities with the skills to conduct future evaluations independently. Mr. Erika emphasized the importance of mentorship programs that empower Indigenous communities to take control of their narratives. She stressed that evaluators must approach their work with humility and a genuine willingness to learn from the communities they serve. Ms. Naomi Lee Be-ilan, Indigenous Member of the Ikalahan tribe, Philippines
Mr. John Njovu, Africa Representative, Evallndigenous, Zambia
He argued for curricula that prioritize real-world challenges and integrate Indigenous knowledge systems with examples from Zambia. He attributed the failure of development aid in Africa to not having positive outcomes and impacts, and lifting the standard of living of the majority of citizens in developing nations during the past five decades, to focus on meeting donors’ conditionalities and insignificant participation and lack of ownership of the evaluation process by locals. He argued that the seven military coups in West Africa that were supported by ordinary citizens were a testimony of the failure of governance including evaluation supported by international development aid to deliver good public policy initiatives and reliable and effective supply of public services and goods. He cited the limitations of conventional evaluation frameworks that do not include aspects of an indigenous evaluation paradigm to not often address local realities. He also described the challenges of evaluations involving transient evaluators working in indigenous communities without local knowledge and not using culturally sensitive and indigenous evaluation approaches. e.g. dealing with power influences in his village. Citing that transient evaluators concentrate on dealing with males. Visibility at participatory evaluation meetings organised by transient evaluators is maybe mainly of males. However, it is the females through their sisterhood league, mbumba, that make final decisions on major communal issues. He decried the lack of presence of elected Members of Parliament in their constituencies in Zambia despite efforts to build their capacity in evaluation. He argued that it leads to bad governance as national policy making lacks adequate public consultation. Arguing for APNODE, the evaluation global VOPE of MPs to take note. On emerging evaluators possibilities of influencing evaluations in their communities: He was of the opinion that the youths in evaluation had the energies and skills to represent other young people and vulnerable people. He urged them to ask the right questions to their local and national leaders on behalf of the people. E.g. addressing unemployment in rural areas. He further stated that involving young people in every stage of the evaluation not only benefited the process but also empowered participants to advocate for policy changes. He emphasized that such initiatives are essential for building the next generation of indigenous evaluators. He argued that evaluation's main aim is to make the world a better place than we found it. The emerging evaluators could make this world better for everyone. Audience Engagement Highlighted innovative and participatory approaches for engaging vulnerable communities.
Key Takeaways
Conclusion Dr. Fiona Cram concluded the session by emphasizing the importance of fostering inclusive academic environments that empower Indigenous people and communities. Panelists and participants expressed a collective commitment to advancing indigenous evaluation practices through dialogue, collaboration, and education.  L-R: John Njovu, Dr. Almas Fortunatus Mazigo, Prabin Chitraker, Dr. Bhuban Bajracharya, Dr. Fiona Cram, Naomi Lee Be-ilan, Ana Erika Lareza, Eroni Wavu
PhotographersWe are most grateful for the photos and short clips in this blog. These were taken by Vishwa Gemunu Priyankara and Vinuja Sri Sankalpa.
Miriam Dominick Mkombozi, Dar es Salaam University College of Education (DUCE), TanzaniaIntroduction Monitoring and Evaluation (M&E) form the backbone of effective development initiatives, providing the tools to measure, understand, and enhance the impact of interventions. As a young and emerging evaluator, I embarked on an incredible journey highlighting the transformative power of education, mentorship, and hands-on experience. My participation in the 5th Asian Pacific Winter School for Young and Emerging Evaluators and the Academic Symposium on M&E Education held from 30 November to 04 December 2024 in Colombo, Sri Lanka, was not just an event—it was a pivotal chapter in my career growth, empowering me with new knowledge and perspectives. The Start of an Enriching Adventure When my supervisor informed me about the Winter School, I immediately saw it as a golden opportunity to gain practical insights into monitoring and evaluation. After meticulous preparation and application, I was selected to attend. Soon after, I was also invited to the Academic Symposium as a panelist, an honor that amplified excitement and challenges, particularly financial ones. With resilience and the collaborative support from EvalYouth Asia, EvalIndigenous, African Evaluation Association (AfrEA), and my supervisor's contributions, I could attend both events. These experiences underscored the value of perseverance and community support in professional development, fostering a deep sense of belonging and shared purpose among us, the young and emerging evaluators. Key Learnings from the Winter School The two-day Winter School, organized by EvalYouth Asia, was a masterclass in M&E principles and practices. One standout session was on the Theory of Change, led by Soma De Silva. The participatory activities and discussions deepened my ability to connect program activities to desired outcomes, emphasizing the power of evidence-based approaches. Another enlightening session was on the Fundamentals of Evaluation Design by Ziad Moussa, who described evaluators as “cloud breakers”—those who clarify the often-obscured link between interventions and impacts. This metaphor vividly illustrates the evaluator's role in guiding meaningful change. Equally impactful was the session on Indigenous Evaluation by Dr. Fiona Cram and Serge Eric Yakeu. They urged evaluators to move beyond colonial frameworks and embrace culturally responsive methodologies. Tools like social mapping and storytelling were emphasized for their ability to empower communities by reflecting on their lived realities, fostering trust, and ensuring inclusivity. These lessons reshaped my understanding of creating evaluations that honor cultural diversity and local knowledge.
The "Methodology Mall" session was another highlight, offering hands-on exposure to six diverse methodologies: Outcome Harvesting, Most Significant Change, Success Case Method, Randomized Controlled Trials (RCTs), Contribution Analysis, and Document Review. Each methodology provides unique insights:
Exploring the Future of M&E Education The Academic Symposium, themed "The Future of Evaluation: The Role of Academic Education in M&E," brought together global experts to explore the evolving landscape of M&E. As a panelist in a roundtable discussion, I shared my journey from a novice to a confident evaluator, shaped by mentorship, volunteering, and education. This session reinforced the importance of standardized M&E curricula and practical training to bridge the gap between theory and fieldwork. We engaged in a crucial conversation about the future of our profession, discussing the need for more inclusive and culturally responsive evaluation practices, the role of technology in M&E, and the importance of continuous learning and mentorship in professional development. One particularly inspiring session centered on culturally responsive evaluation practices. Dr. Fiona Cram’s insights on decolonizing evaluation and embracing Indigenous worldviews resonated deeply with me. Her perspective emphasized how culturally rooted methodologies enhance the relevance of evaluations and empower the communities they serve. This reaffirmed my commitment to inclusive, ethical practices prioritizing stakeholder engagement and respect. Building Connections and Inspiring Growth Beyond the academic sessions, the symposium offered invaluable networking opportunities. I was privileged to connect with renowned experts like Ada Ocampo from IDEAS and Fiona Cram of EvalIndigenous. Conversations with peers from diverse backgrounds were equally enriching, opening doors to collaborative learning and mentorship opportunities that will undoubtedly shape my career trajectory. These interactions not only expanded my professional network but also inspired personal growth, fostering a deeper understanding of the global M&E community and the diverse perspectives that enrich our field.
As I look to the future, I am inspired to advocate for standardized M&E education that bridges the gap between academia and practice. By fostering knowledge-sharing, embracing diversity, and championing cultural inclusivity, we can build a more impactful evaluation profession capable of addressing complex global challenges. A Call to Action I am grateful to the organizations and mentors who made this journey possible. Their unwavering support enabled me to gain insights and experiences that will guide my career for years to come. I urge stakeholders in the M&E field to continue investing in young and emerging evaluators. By creating platforms for growth and collaboration, we can empower the next generation to lead transformative change in global development.
I flew into Colombo in Sri Lanka on Sunday 1st December 2024 as an African representative for EvalIndigenous. Colombo that evening was adorned in bright decorative lights depicting Christmas trees, stars of David and reindeers. The music piped out in many places heralded the coming of a saviour. I was as an agent of a network attending a major and first-time Symposium in Monitoring and Evaluation (M&E) education. It was held in at the Ramada hotel, with the opening graced by the Prime Minister of the Democratic Socialist Republic of Sri Lanka and renowned Evaluator, the Hon. Dr. Harini Amarasuriya
The guidelines from the event organisers stated that the dress code was to be formal. I was in a flat mood as my suitcase had not accompanied me on my flight to Colombo. An hour's delay departing from Lusaka’s Kenneth Kaunda International Airport on 30th November was probably the reason. I learned from a fellow participant at the symposium that I was supposed to have been sent $200 by the faulty airline to enable me to pay for a set of new clothes. However, neither airline helped with any financial compensation to enable me to quickly buy 'formal attire'. If I was an ostrich, I would have buried my head in the sand for appearing in my t-shirt and sneakers at an official grand occasion. The alternative would have been to wear a bed sheet or tablecloth and loop an end over my shoulder, toga style. I needed sandals and bling-bling of a heavy gold chains and armlets to pass as a royal from a distant land far away across the African Ocean. However, I didn’t have enough cash for this sort of 'form'. I was very apologetic and explained to people that I exchanged greetings with that I had not yet got my suitcase. The suitcase arrived two days later without any apology or financial compensation, but its arrival didn’t lift my melancholy state; I had missed once in a lifetime major photo opportunity. During the session on Indigenous M&E in education (Session#10), Dr Cram moderated in her pyjamas. Her aim was to make a point about not being judgmental as evaluators when we go to premises of Indigenous people. Based on academic, personal and professional experiences we all advocated for inclusion of Indigenous and culturally responsive evaluation practices in the M&E curriculum. Dalada Maligava (“Temple of the Tooth”) After the Symposium, we visited Temple of Tooth Relic in Sri Dalada Maligawa. It is of major spiritual significance to Buddhists as it has a tooth of the revered Buddha and the World Buddhism Museum. The Buddha, also known as Siddhartha Gautama or Shakyamuni, lived in South Asia in the 6th or 5th century BCE. He is the founder of Buddhism, a religious faith followed mainly in many countries of Asia and the Pacific. There were flowers and incense vendors on the ground near the temple and security was visibly tight. We bought a pass into the main Temple, leaving our shoes at the entrance. I was worried about the heat of the concrete encased pathways so I kept my socks on. It is common in many cultures when in a sacred place for people to take off their shoes. Dambana VillageAs Coordinator of the EvalIndigenous Voices and Atlas Projects, I had already been to the Dambana village. My first time in Sri Lanka was from 14th to 20th September 2018, when I attended on the eve of the EvalColombo2018 conference of the Global Parliamentarians Forum for Evaluation (GPFE). I met the King, Honorable Wannila Aththo and the village Coordinator, Mr. Rathnapala, of the Vedda to learn more about their ethnic group and to witness their spiritual ceremony. My guides during that visit also passed on to the King an invitation to the assembly (see picture of that visit on the left below). The members of the team to Dambana during my second visit consisted of myself, Dr Fiona Cram, Bhuban and his wife, Prabin and his wife and son, Brian, young evaluators Randi, Chama of Sri Lanka, and Erika and Naomi of the Philippines, and a crew of two. Seeing the young members of EvalIndigenous in the field very much gladdened my heart. The small spark of decolonising M&E lit during the launch of EvalIndigenous in Bishkek in 2017 had lit flames in hearts of similar thinking indigenous people. Seeing the torch that we brought to Sri Lanka in 2018 being carried by local emerging evaluators gave me great hope that the fight would be sustained. When it was my turn to greet the King, I stretched both my hands and held his lower arms below the elbows in traditional greeting style. “Greetings, your Royal Highness. I bring greetings to your land, yourself and people from my land of Africa and people across the African Ocean. I come here once more as a fellow member of the indigenous peoples across the globe. I am glad to see that our children followed my footsteps from my first visit and have been working closely with you these past years.” The King usually receives a lot of visitors and there were people outside the gazebo waiting to see him. Apart from being a traditional leader, he is also a renowned herbalist. The emerging evaluators of Sri Lanka had embarked on a program of working closely with the people of Dambana. This had resulted in the preparation of a Toolkit to guide evaluators in carrying our indigenous evaluations across Asia and Pacific. The Toolkit was presented to the King by Dr Cram. It was pleasant to witness an occasion of evaluation practitioners going back to the community that they have worked with and presenting their leaders the product of that work. Often, evaluators and researchers do not go back to communities where they have been doing their work. They instead present to donors, technocrats, politicians and government officials in flashy premises away from poor communities. The King reported to the team the challenges of his people. They had been promised by the government to have their traditional rights over their land restored so they would be able to hunt wild animals and collect wild plants. He asked whether there was a way EvalIndigenous could assist his ethnic group to get their government to act and honour its pledges. Dr. Fiona answered that EvalIndigenous could assist by writing to the Members of Parliament and the Prime Minister to urge the government to honour its promises on land protection and hunting rights. The challenges of Dambana over the land ownership and hunting rights are common to most indigenous people. Independent governments have inherited laws from colonisers. They were meant to disadvantage indigenous communities. Naomi narrated that in the Philippines they had overcome such disadvantages by signing agreements between the indigenous communities and the government. Performance by village cultural and drama group In a clearing in the dense forest there was an arena. The village cultural and drama group put up a splendid cultural art performance there for our visiting team. They mesmerised us with their drama of sketches, dances, drumming and songs on their traditions and culture. We even joined in a spiritual dance to their ancestors. Our many thanks to the peoples of the Dambana Village for a wonderful visit with themAlso see related blogs by Bhuban B Bajracharya, Chairman, Nepal Evaluation Society: Part 1. About the community Part 2. Visiting the community
EvalIndigenous was represented by John T. Njovu (Zambia), Dr Dereje Mamo (Ethiopia) and Dr Almas Mazigo (Tanzania). Dr Mazigo (Taboos group) and John T. Njovu (Spirituality group) were invited as Technical Advisors and Dr Dereje Mamo (Spirituality group) as an expert and secretary. It was a very intensive lab. The University plans to use the information gathered to test the tools and design a workshop on Indigenous evaluation. As members of EvalIndigenous, we plan to use what we observed in Botswana to better organise our own workshops and deliberation on decolonising evaluation in our future programs. We noted some challenges that made us realise why we have many management challenges in evaluation bodies. Being good critics (evaluators) may not mean that we can be best artists (operators and administrators). We noted that top-down initiatives and hidden power plays had resulted in pre-determined outcomes in the past in favour of those with financial resources. The local elite and notable people of colour (black peacocks) end up rubber stamping foreign initiatives. They prop up and defend foreign dominance in development. This had laid to the current challenges in development evaluation and increasing calls for decolonisation. Therefore, we hope the Botswana workshop is different and will have positive effects in the decolonisation of evaluation.
As participants from EvalIndigenous focusing on decolonising evaluation for the benefit of indigenous communities, we plan to continue discussing the following:
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