Facilitating participatory evaluation as a learning process (original) (raw)
Related papers
2015
Action Learning (AL) and Participatory Action Research (PAR) have differences about the purpose, the role of participants, data collection, interpretation and analysis, and extend contribution. The purpose of AL is highlighting on the value of learning including teacher professional development. The purpose of PAR is on critical action to support the democratic voice of the marginalised community. Both AL and PAR use qualitative data analysis methods, even though PAR seems to be more valid and reliable due to the quality of instruments used to identify patterns and quality of the samples. In analysing the research, AL rarely links back to theory, while PAR consistently links practice with theoretical framework. While the application of AL can be used to improve personal development programs, the application of PAR can encourage “ordinary people” to learn the research process and make a real contribution to their society regardless of geographical, cultural and social barriers. PAR can be used to accommodate the voice of marginalised community in West Papua province, Indonesia, to reduce drop out rates. The purpose of PAR aligns with the purpose of education in Papua, which is supporting marginalised community and providing social justice for everyone. In order to be successful in implementing PAR, the participants need to recognise and accommodate the voices of students and illiterate parents. Lastly, the research outcomes can be presented to the government so that the expectation to increasing graduation rates can be achieved through changing government policy.
Úcar, X.; Heras, P.; Soler, P. (2014). "Participatory evaluation of community actions as a learning methodology for personal and community empowerment: cas estudies and empowerment processes". Pedagogía Social. Revista Interuniversitaria, 24, pp. 21-47
"Introduction: Participatory evaluation (PE) is a hybrid methodology that can be used simultaneously to investigate and act in groups and communities. It can generate new knowledge about reality, but it also allows changes in the participants and their sociocultural context. This research project, developed over three years, aims to find out whether PE processes are useful and appropriate to evaluate community actions and to generate learning that contribute to the empowerment of people who develop them. Method: The methodological structure of the research process design Participatory Evaluation processes that are applied in three selected communities-cases, over one year. The steering groups in each case evaluated four dimensions of Community Development Plans: context, evolution, performance and results, using different techniques and group dynamics. Throughout this process, participants identify the acquired knowledge and this is linked to indicators of empowerment, using questionnaires, content analysis and semi-structured interviews. Results: The development PE process in the three analyzed cases confirmed that PE is a useful strategy to assess participatory community actions of a territory; to report them to the people of the community; and to make shared decisions, about initiatives in order to improve community actions. The obtained results also verify that, throughout PE, there has been learning in the participants. Conclusions: The involvement of community members in the evaluation makes it more useful, fairer and more valid, but also a fourth positive consequence of PE is empowerment. From the process and the results of these cases of Participatory Evaluation, we consider that community EP is social transformation."
ATPS, 2015
The main goal of this paper is to describe and analyze the individual and collective empowerment process of a group involved in a participatory evaluation project developed during 2012 in Badia del Vallès (Barcelona, Spain). The steering group was composed of university evaluators, neighbours of the municipality and local technicians or community workers, who attended 13 face-to-face sessions, focused on the evaluation of two different areas of community action: the area called «anticrisis» and the area of non formal education. Results show that some attitudes changed radically during the process: for instance, the idea of participation shifted from a dependent vision towards a more active idea. Within the group, an important element was the acknowledgment of the other as a source of learning, which made possible the creation of a strong team. Moreover, the process facilitated the improvement of the members’ self-image, and consequently their self-esteem.
PARTICIPATING ACTION-RESEARCH AS A BRIDGE FOR SOCIAL TRANSFORMATION (Atena Editora)
PARTICIPATING ACTION-RESEARCH AS A BRIDGE FOR SOCIAL TRANSFORMATION (Atena Editora), 2023
This article aims to analyze the relevance and impact of Participatory Action Research (PAR) in education and social transformation. IAP is a participatory and action-oriented research approach that seeks to achieve social transformation through collaboration between researchers and the community. This approach emerged in Latin America in the 1960s and 1970s, combining popular education, liberation theology, alternative communication, and liberation philosophy. The phases of the IAP will be discussed, including diagnosis, action planning, implementation, observation and reflection. The importance of observation and participation in PAR will be highlighted, as well as the need for interdisciplinary collaboration and a commitment to social justice. In addition, the concept of awareness will be analyzed, which implies critical awareness and the transformation of social and educational practices towards greater equity and justice. We address the importance of ethnography in the PAR, since it allows understanding the context that needs to be transformed and promotes the active participation of the community in the process of research and social transformation. Examples of PAR projects in different contexts, including rural and urban communities, will be presented, and their impact on education and social transformation will be analysed, and finally, the concept of "Public Interest Ethnography" (PIE) will be discussed. seeks to combine theory, practice, action and change in a globalized world. Finally, examples of EIP projects in different contexts, including marginalized communities and ethnic minorities, will be presented and their impact on education and social transformation will be discussed.
Participation-oriented evaluation approaches in community action processes
Núñez, H.; Crespo, E.; Llena-Berñe, A. & Úcar, X. (2014). Participation-oriented evaluation approaches in community action processes. Pedagogía Social. Revista Interuniversitaria, 24, pp. 79 -103., 2014
enfoques de evaluación orientados a la participación en los procesos de acción comunitaria [ 79 ] sips -pedagogia social. revista interuniversitaria [1139-1723 (2014) 24, 79-103] tercera época RESUMEN: Introducción. La evaluación de las acciones comunitarias es una práctica recomendable en el trabajo con las comunidades, que puede ayudar a gestionar de manera adecuada los recursos y mejorar las intervenciones sociales y educativas planteadas. Los enfoques de evaluación orientados a la participación son una oportunidad para evaluar las acciones comunitarias contando con la implicación de todos los actores, no sólo con los que tienen un perfil técnico. A partir del repaso a la bibliografía internacional, en este trabajo se realiza un análisis teórico de los enfoques de evaluación orientados a la participación de las personas, con el triple objetivo de justificar su pertinencia en la evaluación de acciones comunitarias; presentar las características específicas de los enfoques participativos más citados en la bibliografía; y clarificar sus elementos y características compartidas.