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close this bookImproving agricultural extension. A reference manual. (1997)
close this folderPart II - Improving extension programmes and processes
close this folderChapter 11 - Evaluating extension programmes
View the document(introduction...)
View the documentGetting started with evaluation: Avoiding a passive sabotage of evaluation efforts
View the documentSelecting evaluation purposes: Unclear purposes ensure unsatisfying evaluations
View the documentRecognizing the politics of evaluation: Know the stakeholders or you will be sorry
View the documentSelecting alternative approaches and models: Which model for which purpose?
View the documentFocusing the evaluation effort: You can't evaluate everything, so let's set limits
View the documentSelecting methods for programme evaluation: Choosing the right tool for the task
View the documentSelecting methods for evaluation of teaching and learning: How do we know that learning has happened?
View the documentInterpreting findings and data: To what do we compare the findings?
View the documentManaging the work: Who will be responsible for what?
View the documentUsing evaluation findings for improving extension: Who should be told what?
View the documentReferences
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Managing the work: Who will be responsible for what?

All too often decisions are made to undertake an extensive evaluation without counting the cost and without people agreeing to do the work. These efforts are doomed to failure. Negotiating what is possible, given resource limitations and reasonable time expectations, is an essential collaborative task if people at all levels are to own the evaluation and act on the findings. Involving learners and educators together in critically reflecting on and interpreting the evidence will go a long way toward guaranteeing that evaluation itself is a major learning process.