Integrating Indigenous evaluation into M&E curriculums

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 Presenter

Dr Almas Fortunatus Mazigo, Dar es Salaam University College of Education (DUCE), Tanzania

​Dr 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.

1. The Indigenous Paradigm, which comprises the philosophy of evaluation of Indigenous People and addresses the questions of what, how, and why evaluations are conducted, is included in the Paradigms of Development Evaluation module.
2. Indigenous and African-rooted evaluation approaches are discussed in the module on Development Evaluation Approaches.
3. The Research Methodologies course covers Indigenous peoples’ methods for inquiry, evidence generation, and knowledge sharing.
4. The Ethics of Evaluation from an Indigenous perspective, particularly the perceived rights, duties, and responsibilities of evaluation stakeholders, are integrated into the Development Evaluation Ethics module.
5. Indigenous peoples’ evaluation practices and case studies—including evaluations of wedding ceremonies, burial ceremonies, and economic activities such as farming and fishing—are featured and promoted in the Practicing Development Evaluation and Professional Practice Dissertation courses.

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

Dr. Bhuban Bajracharya, Chairman, Nepal Evaluation Society

Dr. Bhuban Bajracharya in his speech shared about the orientation program for parliamentarians on indigenous evaluation conducted in 2023 in Nepal, which was appreciated for its relevance and effectiveness. Dr. Bajracharya emphasized that such initiatives are not only essential for indigenous parliamentarians but for all members of parliament.

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. Prabin Chitrakar, Chairperson, Community of Evaluators Nepal

Mr. Prabin Chitrakar in his speech shared the reflecting on a workshop on indigenous evaluation in Nepal conducted in 2023 with the support of APEA and EvalIndigenous, he shared the outcomes of the workshop and emphasized the importance of bringing together diverse evaluators to share experiences, challenges, and best practices to promote the indigenous evaluation in Nepal.

​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.

• VOPEs can advocate with governments and universities to introduce and develop M&E courses.
• The government can provide financial support to universities and scholarships for marginalized communities.
• Universities and Academia are key players in designing and implementing these programs.
• National and International Organizations can offer technical and financial assistance to support course development.

Mr. Eroni Wavu, Co-Leader, EvalYouth Pacific, Fiji

​Mr. Eroni Wavu in his speech provided a comprehensive overview of the Pacific Diploma in Monitoring, Evaluation, and Learning, a pioneering program designed to align M&E practices with Pacific cultural values. The course was designed in collaboration with industry experts, academia, government, and private sector practitioners. He explained that the program’s curriculum integrates Indigenous methodologies such as community decision-making, and participatory approaches, making it relevant to local contexts and focusing on the Pacific values.

L-R: Eroni Wavu, Erika Lareza, Naomi Lee Be-ilan

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. Ana Erika Lareza, Philippines

​Ms. Ana Erika Lareza in her speech shared her experiences working with Indigenous communities in the Philippines, focusing on the importance of trust-building and mutual respect. She shared about her initial hesitation when engaging with Indigenous community, which she overcame by adopting a participatory approach that allowed the community to lead the evaluation process. She stated that this strategy fostered a sense of ownership and empowerment among community members.

L-R: Ana Erika Lareza, Naomi Lee Be-ilan

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

Ms. Naomi Lee Be-ilan in her speech shared about the difficulties faces by the indigenous people in accessing their education especially because of the financial barriers faced by indigenous students. She highlighted that the supports such as scholarships and mentorship programs is essential in empowering indigenous peoples to help them for their education. ​She also highlighted that indigenous people are willing to pursue their higher education and also engaging in evaluation if given the opportunity. She further expressed the need of prioritized inclusive policies that address the unique needs of indigenous students and opportunities for their better future.

R-L: Naomi Lee Be-ilan, Ana Erika Lareza, Eroni Wavu

Mr. John Njovu, Africa Representative, Evallndigenous, Zambia

Mr. John Njovu shared his perspective on the topic. He justified the inclusion in order to empower evaluators with skills to carry out better evaluations in indigenous communities. Also to give relevant data and recommendations to policy makers for better policy designing and decision making. He emphasized the importance of integrating practical and community-led approaches into academic curricula, and urged academic institutions to equip students with the tools besides the theoretical frameworks to drive meaningful change in their communities.

​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.

• Identified challenges in evaluations, including language barriers and a lack of local enumerators.
• Emphasized the importance of capacity building for local stakeholders to support evaluations.
• Realization of the effectiveness of involving community members as translators, guides, and active participants in evaluations.
• Established community-led organizations as outcomes of participatory evaluation projects.
• Addressed the need to bridge gaps in project design through more inclusive and M&E practices.
• Promote creative and culturally appropriate methods, such as songs and poems, for participatory evidence generation.
• Importance of adapting evaluations to local languages and cultural contexts for meaningful engagement.
• Advocated for sustainable, community-led evaluation practices through continuous capacity building and empowerment.

Key Takeaways

• ​Ensure culturally responsive and community-led approaches.
• Universities must integrate Indigenous methods and perspectives alongside mainstream frameworks.
• Experiential learning and community engagement are essential.
• Scholarships and financial support are essential for bridging gaps for Indigenous people.
• Training and capacity-building initiatives must focus on enabling community-led evaluations.
• Partnerships between academia, VOPEs, governments, and international organizations are vital for sustainable curriculum development.

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

Author - ​Mr. Prabin Chitrakar

​Mr. Prabin Chitrakar, Chairperson of CoE-Nepal has over twenty years of experience in the social and development sector. With a dedicated focus on M&E for more than 15 years, he has engaged in different studies, research, and evaluations of the Nepal Government, UN Agencies, and I/NGOs. Mr. Chitrakar has been playing an active role in strengthening the National Evaluation Capacity, Knowledge development, and advocating for policies and quality evaluation practices for Nepal and Asia-Pacific Region. He has also been playing a key role in strengthening Indigenous Evaluation Practices in Nepal.

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Photographers

We are most grateful for the photos and short clips in this blog. These were taken by Vishwa Gemunu Priyankara and Vinuja Sri Sankalpa.

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Also see:

The blog post by Miriam Dominick Mkombozi, Dar es Salaam University College of Education (DUCE), Tanzania, on 'Bridging the Gap: My Journey through the M&E Winter School and Academic Symposium 2024 in Colombo, Sri Lanka'

The Brief Report of the Proceedings of the Academic Symposium on M&E Education is also available.