Monthly Corner
Claudy Vouhé shared GRB in local authorities (French)
Gender-Responsive Budgeting (GRB) shows that the development of a budget and budgetary choices are powerful levers in terms of gender equality. We share our lessons learned in the field: a 5-step method, concrete examples (culture, sport, subsidies, public procurement, etc.) and keys to success. An operational work to objectify the impact of public policies and budgets and make RHL accessible.
Anuradha Kapoor Shared Swayam Recent Published Study
This exploratory study foregrounds the largely invisible issue of natal family violence (NFV) in India, exploring its forms, prevalence, and deep, long-term impacts on women's lives. It challenges the myth of the natal home as a safe space and centres survivor voices and lived experiences. The findings expose systemic silences and institutional barriers to justice. It offers vital insights for policy reform, feminist praxis, and deeper societal reflection.
Research Workshop on School Violence Prevention and Response - BLOG POST
Blog post summarizing key findings from each presentation and highlighting the outstanding research of all participants
Tara Prasad Gnyawali - Narrative
My flashback to working with wildlife-affected communities living in a biological transboundary corridor in Bardiya, Nepal, where I spent my golden 15 years. This story reflects changes that demonstrate how a community's tolerance extends to coexistence, and that is only due to the well-integrated planning of Ecotourism opportunities for the community.
Mehreen Farooq - BLOG
Events
Vacancies
- We’re Hiring: National Evaluation Consultant – Bangladesh
UN Women is recruiting a National Evaluation Consultant (Bangladesh) to support the interim evaluation of the Joint Regional EmPower Programme (Phase II).
This is a great opportunity to work closely with the Evaluation Team Leader and contribute to generating credible, gender-responsive evidence that informs decision-making and strengthens programme impact.
📍 Location: Dhaka, Bangladesh (home-based with travel to project locations)
📅 Apply by: 24 February 2026, 5:00 PM
🔗 Apply here: https://lnkd.in/gar4ciRr
If you are passionate about feminist evaluation, gender equality, and rigorous evidence that drives change (or know someone who is) please apply or share within your networks.
- Seeking Senior Analyst - IPE Global
About the job
IPE Global Ltd. is a multi-disciplinary development sector consulting firm offering a range of integrated, innovative and high-quality services across several sectors and practices. We offer end-to-end consulting and project implementation services in the areas of Social and Economic Empowerment, Education and Skill Development, Public Health, Nutrition, WASH, Urban and Infrastructure Development, Private Sector Development, among others.
Over the last 26 years, IPE Global has successfully implemented over 1,200 projects in more than 100 countries. The group is headquartered in New Delhi, India with five international offices in United Kingdom, Kenya, Ethiopia, Philippines and Bangladesh. We partner with multilateral, bilateral, governments, corporates and not-for-profit entities in anchoring development agenda for sustained and equitable growth. We strive to create an enabling environment for path-breaking social and policy reforms that contribute to sustainable development.
Role Overview
IPE Global is seeking a motivated Senior Analyst – Low Carbon Pathways to strengthen and grow its Climate Change and Sustainability practice. The role will contribute to business development, program management, research, and technical delivery across climate mitigation, carbon markets, and energy transition. This position provides exceptional exposure to global climate policy, finance, and technology, working with a team of high-performing professionals and in collaboration with donors, foundations, research institutions, and public agencies.
‘Ownership’ of evaluation & evaluative mindset in communities – key to achieving the goal of No one left behind
‘Ownership’ of evaluation & evaluative mindset in communities – key to achieving the goal of No one left behind
We often use the term community participation in evaluation but do we reflect enough on the degree and depth of this engagement?“Use of participatory tools alone do not guarantee ‘ownership’. Evaluation can be a largely extractive process of getting data from the communities…did the communities have a say in what data has to be collected?” (LaiaGriñó (2015), DME for peace webinar).In “Theory of ownership” Philip Forth argues, “When I decide what to do and I do it, then I have taken ownership.” When communities own the evaluation process, they develop an evaluative mindset and can act based on evidence. “Unless ‘beneficiaries’ develop the practice of asking critical questions that will solicit answers affecting their lives, they will always be spectators in their own development.” (Samuel D. Braimah, Embracing Evaluative Thinking for Better Outcomes: Four NGO Case Studies).
Constellation’s[1]Community Life Competence aims to foster ownershipthrough action learning cycle from planning to self-assessment. For example, in 90 villages of Assam (India) we used family and community-centered approach to immunization where youth have played a key role. Community members collectively learned about the current status on an issue, compiled an action plan and tracked their own progress.
I will give you an example of self-assessment done by a group from the community in the photo given. Men, women and youth developed their dream for health of their children particularly through immunization. When the group assessed what the current situation in terms of their dream was, it provoked a conversation. Women said that children sometimes missed their immunization schedule because it was the responsibility of the mothers and when mothers were busy with other chores they did not take their children for vaccination. Fathers did take responsibility for the health of the children like in cases of fever but in vaccination they did not see the importance. On the other hand when there were side effects due to vaccination, fathers sometimes even asked the mothers to stop the schedule. Male youth argued that as men are busy working for the family’s livelihood how can they take this responsibility. Women said that children will then continue to miss their vaccination schedule. Some of the youth smiled said that not only fathers but other members of the family also need to take responsibility for health of the children. Then together the group drafted an action plan on how to go about it.
Thus, we see that community members began to own the entire project cycle from design to assessment. Self-assessment provoked a conversation and action. Adults valued the contribution of youth, youth recognized the importance of immunization and were keen to ensure it for their own children. Youth learned to think critically. Additionally, family-centred approach ensured that the onus of health of the children was not solely on the mother.
We often face several challenges in engaging communities like power dynamics based on age, gender, caste, religion, ethnicity etc.Communities may not trust their own capacity to respond to an issue and are dependent on outside support and power dynamics between communities and development professionals.Strength-based process helps to foster ownership, address power structures and build trust. It (strengths-based approach) assumes that people are capable of solving problems and learning new skills, that they are a part of the process rather than just being guided by a professional (Alliance for Children and Youth of Waterloo Region, 2009).
For contextual and realistic evaluation on issues related to communities,let us create human-centered conditions and make participation less cosmetic and more substantial. For achieving SDGs, all stakeholders have a key role to play. Communities need to shoulder the responsibility, then, ‘no one will be left behind’.
[1]Constellation www.communitylifecompetence.org
(part of my presentation at European Evaluation Society Conference Oct 2018 which was done in collaboration with Fabiola Amariles, and Svetlana Negroustoueva, from EvalGender+, as well as Gerardo Sánchez and Claudia Olavarría, from EvalYouth LAC. Find the blog on all presentations in the panel https://gendereval.ning.com/profiles/blogs/gender-evaluative-cultur.... Thanks to Margot de Ruiter and Dr Banda Rao for inputs on this blog.)
Add a Comment
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Comment by Rituu B Nanda on January 3, 2019 at 23:27
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Sandwidi, great example of why communities should be charge of their own development.
Google translate in English: In one region of Burkina Faso, a project was set up to help Peulh women become more financially independent and to better educate their daughters. However, the project did not take into account the specific needs of these women (housework, childcare, ...). Clearly, women were beneficiaries and not actors of the project. At the end of the project, the women were still poor because it was their husbands who sold the milk in their place and kept the income. Also, there were more girls out of school because their mothers could not cope with the work and preferred that their daughters stay with them at home.
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Comment by SANDWIDI on January 3, 2019 at 21:31 -
Dans une région du Burkina Faso, un projet a été mis en place pour aider les femmes Peulhs à être plus autonomes sur le plan financier et à mieux scolariser leurs filles. Cependant, le projet n'a pas tenu compte des besoins spécifiques de ces femmes (travaux de ménage, soins apportés aux enfants, ...). En clair, les femmes ont été bénéficiaires et non actrices du projet. A la fin du projet, les femmes étaient toujours pauvres car c'est leurs épous qui vendaient le lait à leur place et gardaient les revenus. Aussi, il y avait plus de filles déscolarisées car leurs mères n'arrivaient pas à supporter les travaux et préféraient que leurs filles restent les aider à la maison.
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This is a a powerful statement Sandwidi. Would you have any experience to share in this? Merci
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Comment by SANDWIDI on January 3, 2019 at 20:06
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Pour que personne ne soit laisser pour compte, les parties prenantes doivent être des actrices et non des bénéficiaires.
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