The journal publishes high quality peer-reviewed articles merit on any subject related to evaluation, and provide targeted information of professional interest to members of AfrEA and its national associations.        Aims of the African Evaluation Journal (AEJ):    -AEJ aims to be a high-quality, peer-reviewed journal that builds evaluation-related knowledge and practice in support of effective developmental policies on the African continent.  -AEJ aims to provide a communication platform for scholars and practitioners of evaluation to share and debate ideas about evaluation theory and practice in Africa.  -AEJ aims to promote cross-fertilisation of ideas and methodologies between countries and between evaluation scholars and practitioners in the developed and developing world.  -AEJ aims to promote evaluation scholarship and authorship, and a culture of peer-review in the African evaluation community.

The African Evaluation Journal publishes high-quality peer-reviewed articles on any subject related to evaluation, providing targeted information of professional interest to members of AfrEA and its national associations. The aims of the African Evaluation Journal (AEJ) are as follows: - AEJ seeks to be a high-quality, peer-reviewed journal that builds evaluation-related knowledge and practice to support effective developmental policies on the African continent. - AEJ aims to provide a communication platform for scholars and practitioners of evaluation to share and debate ideas about evaluation theory and practice in Africa. - AEJ promotes the cross-fertilization of ideas and methodologies between countries and between evaluation scholars and practitioners in both the developed and developing worlds. - AEJ encourages evaluation scholarship and authorship, fostering a culture of peer review within the African evaluation community.

《African Evaluation Journal》致力于发表高质量的同行评审文章，涵盖与评估相关的任何主题，并为AfrEA及其国家协会的成员提供专业兴趣的针对性信息。非洲评估期刊（AEJ）的目标包括：- AEJ旨在成为一本高质量的同行评审期刊，促进与评估相关的知识和实践，以支持非洲大陆有效的发展政策。- AEJ旨在为评估学者和从业者提供一个交流平台，以分享和讨论关于非洲评估理论和实践的观点。- AEJ旨在促进不同国家之间以及发达国家与发展中国家之间的思想和方法的交融。- AEJ旨在推动评估学术研究和作者创作，培养非洲评估社区的同行评审文化。

African Evaluation Journal

Background: Engaging emerging evaluators (EEs) in evaluation projects offers substantial benefits for both evaluators and organisations; however, effective guidance on empowering them is often limited.Objectives: This article provides actionable recommendations for empowering EEs across all phases of evaluation projects, drawing primarily on insights from EEs and their mentors. Leveraging the Eval4Action campaign’s standards for meaningful youth engagement, this article aims to enrich EEs’ learning experiences, foster their professional growth, and enhance evaluation quality and impact.Method: A qualitative and participatory approach was used, incorporating the author’s mentorship experiences, discussions with EEs and mentors, and consultations with established programmes such as the South African Monitoring and Evaluation Association’s (SAMEA) EE initiative and the EvalYouth Global Network. A comprehensive literature review on youth engagement and partnerships further informs this study.Results: Findings indicate that effective EE engagement relies on well-defined roles, open communication, and genuine appreciation of EEs’ contributions. Despite these needs, many EEs reported being limited to data collection roles, which restricts their opportunities for growth and limits their developmental impact within evaluations.Conclusion: Adopting these recommendations can foster a culture of empowerment and inclusion, enhancing both the quality and effectiveness of evaluation projects.Contribution: This study underscores the importance of engaging EEs in meaningful roles throughout projects, advancing inclusivity and effectiveness in evaluations. Empowering EEs leads to more comprehensive assessments, providing deeper insights for policy and programme evaluation.

Lesedi S. Matlala

Empowering emerging evaluators in evaluation project phases: Perspectives and recommendations

在评估项目阶段赋能新兴评估者：观点与建议

Mark Abrahams

Editorial: Mixed methods and mixed messages in evaluation. Engaging stakeholders, including children in evaluation

编辑：评估中的混合方法与混合信息。吸引利益相关者，包括儿童参与评估

Background: Evaluation in contexts of fragility and violence has recently received attention because of the increased complexity of conducting such evaluations. The use of digital tools has been advocated for conducting these evaluations, but with limited results.Objectives: This article presents an in-depth analysis of combining digital tools with in-person activities to build trust and develop the type of human interaction required to improve the quality of evaluation design and implementation in the context of insecurity, fragility and violence.Method: Data collection was conducted both offline and online. Enumerators collected data through face-to-face individual interviews, and statistical analysis was performed using STATA software version 17.Results: The objectives of data collection were achieved at 99%, notwithstanding the challenging security environment. Several factors contributed to this achievement, notably our methodological framework based on trust building, digitisation and iterative programming. Despite this commendable performance, the overall efficiency was found to be 63%, indicating a potential for a 37% reduction in data collection time.Conclusion: The proposed trust-based approach has been successfully tested to enhance the quality of baseline studies and establish conditions for the success of other phases of evaluations.Contribution: This case study serves as an evidence to what we call a trust-based approach to the use of digital tools in evaluation processes. We contend that the effectiveness of digital tools in enhancing the quality of evaluation design, especially in the context of fragility and violence, hinges on their integration with face-to-face activities, trust-based human interaction and careful timing.

Edoé D. Agbodjan

Nassibou Bassongui

Kablan P. Kacou

Alexis Tabo

A rocky road to evidence: Evaluating literacy programmes using a trust-based approach in a context of fragility

通往证据的坎坷之路：在脆弱背景下采用基于信任的方法评估识字计划

Editorial Office

Acknowledgement to reviewers

致谢审稿人

Background: Decolonisation is a concept that has taken on multiple layers since the end of colonisation and the onset of independence in the Global South. More than ever before, decolonialism, decoloniality and indigenisation have moved to the centre of intellectual inquiry across the broad spectrum of human activity: knowledge production, education, academic disciplines, professions, political life and economic organisation. The evaluation profession and fraternity has also been grappling with the idea of decolonising and indigenising its ontological, epistemological and methodological foundations, which are essentially rooted in the Global North development theory, practice and knowledge systems.Objectives: This article endeavours to provide recommendations on how to make the Made in Africa Evaluation (MAE) paradigm practical (applicable) for evaluators in Africa, based on decolonisation and indigenisation methodological prescriptions.Method: The study is qualitative by design, employing document analysis and the authors’ observation on development and evaluation practice in Africa and globally.Results: The emergent practice of evaluation is only experiencing decolonial scrutiny in the 21st century. In the African context, the MAE paradigm appears to be the continent’s decolonisation and indigenisation project for the evaluation fraternity.Conclusion: Building an Afrocentric, decolonised and indigenous MAE paradigm and approach requires a coordinated effort on building scholarship on the topic of MAE approaches and methodologies. Once there is sufficient documentation of the MAE approach, it should become easier to advance Afrocentric evaluation as mainstream discourse alongside the more established and neoliberal development and evaluation discourse.

Ayabulela Dlakavu

Jabulani Mathebula

Samukelisiwe Mkhize

Decolonising and indigenising evaluation practice in Africa: Roadmap for mainstreaming the Made in Africa Evaluation approach

非洲评估实践的去殖民化和本土化：推广“非洲制造”评估方法的路线图

Background: The higher education (HE) policy framework identifies funding inter alia as one of the steering mechanisms, for the transformation of HE in South Africa. However, the role of monitoring and evaluation (ME) in facilitating this transformation is still emerging. While the instrumental use of evaluation findings is common, research on how process use can also play a critical role in facilitating sector change is missing.Objectives: The study investigated the use of process evaluations in enhancing the performance of the University Capacity Development Grant in a previously disadvantaged institution in the Eastern Cape province.Method: Purposive sampling was used as a method to select the participants. The case study design, interpretive paradigm and qualitative methods approach were adopted, and data were collected through individual semi-structured interviews, focus groups and document review. The study sampled 17 participants, including the Department of Higher Education and Training officials, the University Capacity Development Programme (UCDP) management and two staff focus groups.Results: If process use is to be strengthened, the evaluation process must be highly adaptable to specific programmatic circumstances and organisational contexts.Conclusion: Evaluation process use, in its practical form, must go beyond issues of participation from an individual perspective and include organisational and stakeholder management for effective implementation.Contribution: The study’s results are pivotal as they would assist different organisations worldwide that are running similar projects as the UCDP but have not yet understood the benefits that would be obtained by key stakeholders involved in an evaluation process.

Publication Information	Publisher: AOSIS (Pty) Ltd，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2017，Proportion of original research papers: 0.00%，Self Citation Rate:N.A.， Gold OA Rate: 0.00%
Journal Fees	$Details
Average review cycle	网友分享经验：20 Weeks

African Evaluation Journal

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience

Empowering emerging evaluators in evaluation project phases: Perspectives and recommendations

Editorial: Mixed methods and mixed messages in evaluation. Engaging stakeholders, including children in evaluation

A rocky road to evidence: Evaluating literacy programmes using a trust-based approach in a context of fragility

Acknowledgement to reviewers

Decolonising and indigenising evaluation practice in Africa: Roadmap for mainstreaming the Made in Africa Evaluation approach

Editorial: Mixed methods and mixed messages in evaluation. Engaging stakeholders, including children in evaluation

Empowering emerging evaluators in evaluation project phases: Perspectives and recommendations

A rocky road to evidence: Evaluating literacy programmes using a trust-based approach in a context of fragility

Acknowledgement to reviewers

Evaluation process use in the University Capacity Development Programme at Walter Sisulu University, South Africa

ISSN	2306-5133, 2310-4988
h-index	9