Monthly Corner
Laura Hughston - Blog
Arnoux Mouafo Nopi & Dimitri Tsona Zapzi - Article
Prof. Wangari Mwai and Prof. Catherine Ndungo - BOOK
- Understanding Gender and Identity Through The Gender Dictionary
Publisher: Bleeding Ink Scribes
RAI SENGUPTA - gender-transformative evaluation tools
This synthesis draws on evidence from 17 humanitarian evaluations across diverse crisis settings. It identifies key feminist evaluation innovations across four domains - design, methods, analysis, and ethics - illustrating how feminist principles can be embedded throughout the evaluation process. It also surfaces broader shifts required at policy, institutional, and practice levels to realise the transformative potential of feminist approaches in humanitarian contexts.
The toolkit translates these insights into applied guidance for evaluators and organisations. It provides step-by-step support across the full evaluation cycle, including planning, design, methods, analysis, ethics, and dissemination. Drawing on global feminist evaluation practice, humanitarian guidance, and gender evaluation standards, it includes adaptable tools, participatory and arts-based methods, guiding questions, and templates for field application.
Ritu Dewan & Swat Raju - Article
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In Promises & Reality 2026 Citizen’s Review of Year 2 of the NDA-III Government. Coordinated by Wada Na Todo Abhiyan, June 20, 2026. pp 94-100.
UTTHAN - Research Report
Traversing the path with women farmers in their fields and in our reflections/writings, a stark observation was the sheer lack of localized and regional vocabulary and terminology to adequately capture and communicate the understanding of climate change and mitigation strategies, informed by the unique experiences and needs of small and marginal women farmers. This is what propelled our research - to examine how women farmers perceive, express, experience, and respond to climate variability across
Our Research Report centres the lived experiences, generational knowledge, and resilience strategies of small and marginal women farmers from the coastal (Bhavnagar) and hilly (Dahod & Panchmahal) regions i.e two contrasting agro-climatic zones of Gujarat. Through their voices, the study reveals exactly how climate change intersects with gender, land rights, labour burdens, and food security.
Events
Vacancies
About the job
At Includovate, we are expanding our Pacific Research & Evaluation Talent Pool and inviting researchers, evaluators, consultants, and development practitioners to join a growing network of professionals committed to creating meaningful social impact.
As a feminist research incubator and certified social enterprise, Includovate works with partners including UNICEF, UNFPA, the ILO, governments, and development organisations across 23+ countries. Our work spans gender equality, social inclusion, health, disability, youth, climate, WASH, market systems, and other development priorities.
We are particularly keen to connect with experts from:
📍 Papua New Guinea
📍 Solomon Islands
📍 Vanuatu
📍 Timor-Leste
📍 Fiji
📍 Samoa
📍 Tonga
📍 Indonesia
📍 Australia
and across the wider Pacific region.
We welcome expertise in:
✓ Research, Monitoring, Evaluation & Learning
✓ Gender Equality & Social Inclusion
✓ Health & SRHR
✓ Disability Inclusion
✓ Youth Development
✓ Climate & Environment
✓ WASH
✓ Market Systems Development
✓ Governance & Community Development
Whether your expertise lies in data collection, research, evaluation, technical advisory, facilitation, or team leadership, we would love to hear from you.
By joining our Talent Pool, you become part of a trusted network of professionals who may be considered for future research, evaluation, advisory, and consulting opportunities across the Pacific region and beyond.
🔗 Register here: https://lnkd.in/eyF66S7H
Do we 'ever' learn?
I was fortunate to attend a session by Chris Collison, Knowledge Management specialist on learning. He was one of the speakers at Africa Evaluation Association Conference held recently in Yaounde, Cameroon. Here are some of the points Chris shared:
Individual learning happens naturally. When we move from individual learning to group of people learning collectively there is a big leak. Learning does not spread naturally from person to person. Moreover, learning decays over time when we try to document and codify our knowledge in a report. Label of lessons learned is unhelpful for us. It makes our learning static and passive; we lose the focus of learning and who is learning because we are paying more attention to results, which distracts from us from learning. Lessons learned are usually poorly taught, bullet points kill the learning, we don’t pay attention to who will later learn from our reports and documents.
Lessons lose their life when we capture them. Chris said that when we talk about something we are passionate about we are able to capture only 7% of our message in our document.
And then what do with these reports? We put them in archaic system they are hard to retrieve. And if they are found they are not very useful because we have not asked the right questions. Thus, we end up with imperfect learning. Lessons are filed but rarely accessed or applied; rarely accessed by next team; lessons get lost in too many steps.
Chris observed that biggest problem is not sharing but asking questions. There are many things which stops us- we are different or we don’t want to learn. Real men don’t ask directions, this may seem weakness. Why should I show my weakness; macho culture prevents people to ask . This stifles the demand for learning.
Another two interesting things Chris noted. Tall poppy syndrome is where those who, come out with new ideas are snapped and put down. This Chris said creates fear and prevents lessons being shared . Shrinking violet syndrome means lesson stay hidden amongst people due to false humility or lack of awareness that they have something valuable to contribute.
Getting Lessons learned right
We can work on our knowledge of garden said by Chris by peeling away the layers by asking multiple questions. We need to ask the right questions, why questions. We must keep the focus on the ‘customer ‘ i.e. learner of lessons learned. Chris said that people love stories. We should try to bring lessons to life with stories.
Thus, my take away was that learning does not happen automatically we need structures and processes for collective learning. Chris session raised a lot of discussion afterwards. I end with what a participant shared about learning. He works in a university where his department was trying to look for a particular document in the 20-year records. But they could not retrieve because the coding system was flawed. Thus, this 15-minute session from Chis stimulated and evoked many conversations.
Add a Comment
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Comment by Ranjani K.Murthy on March 27, 2014 at 12:19
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Thanks Ritu for sharing this. I like the bit on 'stories' contributing to learning and the importance of collective "learning". We often train individuals and expect change to happen in groups and organisations. Ranjani
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