Learning from logframes: reflections on three educational development projects in East and Southern Africa.

Autor/in	Harley, Ken
Titel	Learning from logframes: reflections on three educational development projects in East and Southern Africa.
Quelle	In: Compare, 35 (2005) 1, S. 27-42Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Evaluation; Lehrer; Bildungsprogramm; Curriculum; Lehrmittel; Projekt; Entwicklungshilfe; Entwicklung; Fallbeispiel; Qualität; Internationale Organisation; Kenia; Südafrika (Staat); Uganda
Abstract	Against a backdrop of the importance of project evaluation in Africa, and the centrality of the project logical framework (logframes) to project evaluation, this paper reflects on experiences arising from evaluations of three educational development projects in East and Southern Africa. Each of these projects had a strong teacher development component. The evidence shows while the logframe brings purpose and clarity to project management, this very strength, in the form of technical rationality, brings attendant limitations to an understanding of real outcomes and processes leading to such outcomes. Inherent logframe limitations may be masked by the settled and stable conditions enjoyed by developed countries. In developing African countries, however, conditions and contexts are very different, and in each of the three cases reviewed a particular set of contextual factors led to the logframe being played out in different ways. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3