| dc.description.abstract | This research sought to examine programme evaluation practice in Kenya. This was done
by carrying out metaevaluation, that is, evaluation of evaluations that have been carried
out on national programmes in Kenya. Metaevaluation is in itself an evaluation process
which means that the research is based on the function of evaluation.
The impetus of the research was due to the fact that much as evaluation literature is full
of discussions on philosophical and theoretical orientations to evaluation, very little has
been done or written on evaluation practice as it actually takes place particularly in large
settings, more so, within the African context. Also, evaluation has not always lived up to
its own noble aspirations as noted by many social programmes worldwide. The
researcher therefore thought that it was important to check the quality of the evaluation
system in Kenya in order to establish how much is known of the process and to determine
areas where better practice is needed. It was also hoped that the research would act as a
catalyst to other similar researches.
The researcher looked into programme evaluation practice by researching on evaluation
as practised in education, focusing on curriculum evaluation in schools in Kenya. The
researcher chose this area because curriculum in education is one area where the kenya
government has commissioned large national evaluations making it possible to look at
programme evaluation practice in diverse aspects.The researcher analysed evaluation practice usmg "The Programme Evaluation
Standards" developed by the Joint Committee (1994) as the criteria of performance to
determined the acknowledged theory of evaluation practice, as well as an interview guide
to determine the context in which evaluation takes place. The research design used was
naturalistic inquiry by applying the audit trail content analysis and constant comparative
method.
The results reveal lack of many desirable qualities related to specific principles of
evaluation practice as prescribed by the Standards. Notably, defective principles were
utility, serving information needs of intended users; feasibility, being realistic and
politically viable; and propriety ethical standards, desiring protection of the rights of
individuals. The accuracy standards, that is, technical aspects related to social science
research approaches were better addressed. The results also reveal an evaluation context
whereby the policy is not mediated or adapted, but, mandated and sanctioned at 'moments
that suit interested parties.
One therefore, finds a situation that reflects a practice that is guided much more by
political and technical aspects of evaluation but less of evaluation principles and
methodologies. The research therefore concludes that programme evaluation practice in
Kenya does not meet the standards criteria which are based on the acknowledged theory
of evaluation. Further, the context does not support or facilitate the evaluation process.
The results show that in order for an evaluation task to be completed, an evaluator needs
to posses not only social science technical aspects of evaluation butthe three programme evaluation standards, that is, utility, propriety and feasibility to
comprehend the evaluation practice.
A critical analysis of the outcome of the evaluation research shows that, the Kenyan
evaluation process presents a situation that is complex. The situation presents unresolved
issues that need to be regarded as possibly new forms of evaluation approaches in a
unique context, and that the findings may not always be a result of inappropriate practices
but are determined by the situation at hand. The range of practice needed to meet the
standards criteria also seems to be out of reach of an evaluator as theoretical evaluation
issues that influence practice have not been addressed in the evaluation literature to guide
practice, nor does the Joint Committee (1994) address these issues. also knowledge of all | en |
