By Pooja Pandey Manager, Capacity Building, Sambodhi Research and Communications Across the world, evaluation has continued to make its mark not just as a critical tool for assessments but also as a recognized academic discipline evolved from being a tool into a well-recognized academic discipline. Higher education institutes across the globe, particularly in geographies like North America, Europe and Australia, are actively offering dedicated programmes in evaluation studies. These courses are generally offered as a Diploma or a Master’s Programme, demonstrating a diverse array of academic, pedagogical and curricular approaches.  In India, while we witness a widespread use of Monitoring and Evaluation (M&E) as an external tool across the development sector, it is rarely conceptualized or treated as a distinct academic discipline. Currently in India, M&E is ordinarily offered as certificate courses, or online courses, or training programmes/workshops. These are either offered by governmental institutions in India such as the Development Monitoring and Evaluation Office-Niti Ayog, National Labour Institute, etc. or by non-governmental organizations such Sambodhi, Azim Premji University etc. but continue to be provisional or non-systematic. The absence of structured academic or capacity building pathways often compartmentalize evaluation to be used and practiced by specialized researchers or consultants, who may or may not be academically trained in the domain. Crucially, what is seen to be missing is limited conceptualizing and policy push to view evaluative thinking as a skill and a lucrative academic path which could be pursued by young people in India. Teaching evaluation to harness the energy of youth Evaluations amass the ability to ask critical questions, analyze complex information and make informed decisions. Adopting an academic and in-depth perspective on the field may further facilitate a nuanced understanding of evaluation theories, practices and methodologies. Currently, India is the world's youngest nation with nearly 52 percent of its population below the age of 30 years. We are, however, also rapidly nearing the stage where this ‘ demographic dividend’ may begin to continue to drop down. To adequately harness this energy of youth, we would require not just jobs and work opportunities but also an educational system that promotes critical inquiry and reflection.  The higher education system in India is especially known to focus on grades, outcomes, placements and merits, often deprioritizing critical expected outcomes like life skills, social skills, problem solving and community connectedness. In such a case, evaluation promises to be a domain of knowledge that transcends beyond technical knowledge and provides skills that empower young people to think critically, operate independently, participate meaningfully and lead responsibly. When youth begin to take interest in evaluations, they begin to learn to observe policies and programmes and engage closely with the direct beneficiaries. While learning to evaluate, they are not just acquiring robust research techniques but are also becoming active citizens and contributors. They learn how to interpret evidence, question underlying assumptions, structure their thinking and offer solutions - traits which are also critical to the functioning of a vibrant democracy.  Need for an institutional shift: From periphery to the center The National Education Policy 2020 reiterates the importance of critical thinking, interdisciplinary approaches and experience driven learning. These principles directly resonate with evaluation education - yet neither the National Education Policy nor any other policy in India recognize evaluation as a distinct subject or discipline of academic interest. A well-informed institutional push can therefore be critical to bring evaluation to the center. Several examples exist across the globe as useful references. Dedicated policies on evaluation often provide an institutional push for adoption. For instance, South Africa has pioneered the National Evaluation Policy Framework, Sri Lanka also boasts a standalone National Evaluation Policy - promoting a systemic uptake of evaluation. Apart from policies and academic programmes, many countries have also developed instructive models on evaluation. For example, in the United States, the American Evaluation Association (AEA) works closely with universities to develop academic curriculum. Countries like Canada have embedded evaluation courses across other programmes like development and education, substantiated by professional certifications.  India could draw useful reference from these different policies and systems and promote the creation of institutions and programmes that foreground the study of evaluation. In its existing form, and with the larger objective of cultivating evaluative thinking and outlook, the Indian education system stands to benefit immensely from institutionalizing evaluation as both an academic discipline and a professional practice.  Need for an instructional shift: Teaching evaluation differently The way evaluation is introduced and taught to students matters a lot. Owing to the nature of the domain, an excessive focus on just theories and frameworks would de-prioritize the spirit of evaluative critical thinking and practice. The pedagogy of evaluation should embody participation, reflection and adaptation.  Some practical ways to imbibe this could be by encouraging students to work on active evaluation projects with governments or non-governmental organizations, partake in case competitions (such as World Evaluation Case Competition) or get associated with youth-based networks such as EvalYouth - where they are given the opportunity to apply evaluative frameworks in real time. Even within classrooms, focusing on approaches like case-based learning, peer learning and collaborative inquiry may nudge students to design their own evaluation studies, gather holistic feedback and find solutions to improve the programme/interventions. This may also be complemented by integrating the use of Artificial Intelligence (AI) and digital technologies, further nurturing 21 st  century skills and best practices. Notably, such youth-led evaluation projects and participation may build confidence, increase youth agency and ensure that learning is rooted in real-world impact. Moving towards a culture of evaluation In conclusion, teaching evaluation in India is not about producing a cavalry of specialists in the field. Instead, it is about fostering a culture of critical thinking, reflection, accountability amongst the youth. With a strong institutional and instructional push and meaningful youth participation, India may soon be an active contributor of the global momentum in evaluation education. To reiterate, if evaluation becomes a part of how India’s young people think and learn, it could also strengthen the spirit of citizenship and participation. In a world that is changing so rapidly, this longer remains a choice but a necessity. Pooja Pandey works with the Capacity Building vertical at Sambodhi and is a part-time PhD scholar at National Institute of Education Planning and Administration (NIEPA), New Delhi. Her work focuses on education, evaluation, state capacity, and policy engagement. She has previously contributed to national and international initiatives on capacity development, policy support, independent research, and evaluations. Connect with Pooja on LinkedIn and X . Disclaimer: The content of the blog is the responsibility of the author(s) and does not necessarily reflect the views of Eval4Action co-leaders and partners.

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By Baraka Mfilinge (Vice Chair, EvalYouth Global) & Prof. Deus Ngaruko (Professor of Economics, Open University of Tanzania) Across Africa, monitoring and evaluation (M&E) often conclude with counting indicators for donor reports, viewing communities as data sources rather than decision-makers. This blog advocates a shift: from indicators to institutions, projects to people, and monitoring to mobilization. Using examples from Tanzania, Rwanda, and Ghana, we show how African-led, youth-driven, and culturally grounded M&E can foster public trust, empower communities, and drive transformation toward the Sustainable Development Goals (SDGs). Why Africa needs to go beyond indicators In many parts of Africa, M&E is often viewed as a technical task—encompassing the collection of data, tracking of indicators, and preparation of reports. While this supports accountability, it usually overlooks the human element. Focusing on participation and dialogue ensures that evaluation is not just about measuring progress but also about helping people shape their future. In Africa, M&E systems were primarily shaped by donor and colonial traditions that emphasized compliance over empowerment. Indicators were created mainly for external reports, leaving little room to assist local organizations in implementing changes that are most meaningful to them. This history has led M&E to be viewed as an outside imposition rather than a tool for supporting African-led development. To make meaningful progress on the SDGs, Africa needs a M&E approach that goes beyond just tracking numbers. M&E should be an essential part of a governance and empowerment cycle - enabling institutions to listen, communities to speak, and evidence to guide action. Why current M&E falls short in the African context Ownership is lost. Many M&E systems are still designed to meet donor reporting standards rather than local needs. In many countries, indicators are set externally, so data is collected, but decisions are made elsewhere. “Success” in many programmes still depends on reports submitted, workshops held, or surveys collected. Communities often share information without understanding how it benefits their lives. Local governments usually respond to donor demands rather than using M&E evidence to set their priorities. Metrics are shallow. Too much emphasis is placed on outputs - such as the number of trainings conducted or the number of people reached. It isn’t surprising that Tanzania’s local health sector performance is judged by the revenue collected, rather than improvements in mortality rates. This narrow focus risks creating a culture where meeting numerical targets is valued more than producing meaningful change. Communities experience “data fatigue.” People are surveyed multiple times by different projects, but rarely see results shared or acted upon. A farmer in Kilwa, Tanzania, once complained during an endline evaluation that he had answered the same questions about yields for years but was never told how the information was used. When communities feel like data providers rather than partners, trust in M&E deteriorates. As practitioners, the lesson is clear: to address the issue of data fatigue experienced by communities, indicators should support institutions instead of overriding them. Evidence must be owned, interpreted, and utilized by local actors if it is to retain its long-term value. When communities are regarded as partners in M&E, rather than just data sources, trust is built, and results are more likely to lead to meaningful action. Three shifts Africa needs First, from indicators to institutions M&E should not be treated as a donor box-ticking exercise; it needs to be part of government systems. When evidence informs planning, budgeting, and council work, it enhances governance and decision-making. Rwanda’s Imihigo performance contracts demonstrate how M&E can inform service delivery in real-time. Once institutions own their data, evidence moves from paper to practice. Second, from projects to people Development is more than numbers. Counting activities isn’t enough; what matters is whether lives improve. Participatory methods—such as community scorecards, outcome harvesting, or the Most Significant Change (MSC) technique—enable communities to share their stories and influence decisions. For example ,  an evaluation of an HIV programme in East Africa revealed that service data alone missed critical barriers. During a focus group, a young woman explained to the evaluators that stigma had prevented her from returning to the clinic—a reality often overlooked in routine statistics but vital for designing more effective responses. This shows that people, not indicators, should define success. Third, from monitoring to mobilization M&E matters when findings spark dialogue and action. Too often, reports sit on shelves instead of shaping decisions. In Ghana, citizen-led scorecards on water access created an opportunity for communities, service providers, and local officials to review the results and set priorities together. That process pushed the government to reallocate funds to neglected areas. In Tanzania’s Kilwa District, village meetings that shared results inspired residents to launch their own health campaigns. When M&E is rooted in community life, it stops being passive monitoring and becomes a force for mobilization. Youth as system builders With Africa’s median age under 20, young people can shape M&E in powerful ways. Yet they are often limited to collecting data and excluded from decisions. In reality, young evaluators are innovators and system builders. Recognizing their role is essential if Africa’s M&E systems are to stay relevant. Through platforms like AfrEA, young and emerging evaluators, the Open University of Tanzania’s M&E Alumni Network, and the Global M&E Mentorship WhatsApp Platform design digital dashboards, lead community-based monitoring efforts, and influence policies in real-time. Baraka is a product of this movement. By volunteering, sharing expertise, and supporting one another, young evaluators are developing their skills and growing as professionals. Many now showcase their talents and, more importantly, create real change. For African M&E systems to truly catalyze transformation, the region must move beyond donor compliance and actively build people-centered systems. The primary call to action is clear: invest in intergenerational leadership and ensure local ownership, so that M&E become practical tools for collective action and lasting change. Baraka Leonard Mfilinge is a M&E Specialist from Tanzania and serves as Vice Chair of EvalYouth Global Network and Africa Representative. He is the Director and Managing Partner at Ufanisi Knowledge Hub Consulting and the Founder of VOPME at the Open University of Tanzania. He advocates for practical, youth-led, and impactful evaluation practices across Africa. Connect with Baraka on LinkedIn and X . Prof. Deus D. Ngaruko is a Professor of Development Economics at the Open University of Tanzania and an expert in M&E. He serves as the Director of ACDE-TCC, the Chief Editor of HURIA Journal, and the Chairperson of the Professors Forum. He previously served as Deputy Vice Chancellor from 2016 to 2024. Connect with Prof. Ngaruko on LinkedIn . Disclaimer: The content of the blog is the responsibility of the author(s) and does not necessarily reflect the views of Eval4Action co-leaders and partners.

The second Eval4Action dialogue, honouring the International Day of Peace 2025 explored how evaluation can foster peace and resilience among global instability and humanitarian crises. Panelists Mohib Iqbal, Hur Hassnain, and Kai Brand-Jacobsen, along with moderator Silvia Salinas Mulder, shared their expertise on how to make evaluation a more equitable and effective tool in complex environments. In a powerful moment, Agnes Nyaga of UN Human Rights passed the EvalTorch to the moderator, symbolizing a shared vision and action for the future of evaluation. The session challenged the notion that evaluation's traditional focus on accountability and learning is sufficient, with an audience poll revealing overwhelming agreement that it is not. The conversation explored how to empower evaluation as a peacebuilding tool, not just a way to measure performance. Central to this is expanding adaptive and locally-led evaluation approaches, and putting ethical considerations at the forefront of evaluation practices. Seven quick takeaways from the dialogue Accountability and learning must be actively practiced: Evaluation's traditional roles of accountability and learning are more vital than ever, but they are often not implemented effectively. For evaluation to be a force for peace, we must rigorously hold actors accountable for their actions—or inactions—and create meaningful systems for learning. We need to ensure that evaluation findings are used to improve future peacebuilding efforts. Move beyond micro-intervention level evaluations to systematic, transformative evaluations:  Global issues like conflicts, climate change, and systemic fragility cannot be solved with micro-level, project-focused evaluations. Evaluation must adopt a transformational lens that connects local insights with global systems and vice versa. The unprecedented increase in violent conflicts and the systemic nature of crises demand that evaluators engage with the scale and urgency of the transformation needed, challenging rigid criteria that can miss the nuances of complex contexts. Peace is more than just the absence of violence: True peace is a lifelong journey of dignity, trust, and inclusion - and addressing underlying root causes and preventing or transforming conflicts effectively by peaceful means. Evaluation must go beyond simply counting outputs and activities to assess whether interventions foster these elements across generations. This requires a deep understanding of local and institutional values, norms and culture, and what matters to them the most. Evaluations should not be extractive but participatory, co-owned by communities who can define what peace means to them and use the findings to drive their own change. Harness evidence from diverse sources: Effective evaluation in conflict-affected states requires a broader understanding of evidence. This includes not only cumulative evidence from past studies but also the vital knowledge of practitioners and the deeply-held insights, culture and experiences of affected communities. By drawing from all these sources, evaluators can better understand what works, how, and why, and use this knowledge to inform national and international policies. Strengthen authentic ownership, embedded capacities and locally-led approaches:   The operational model for evaluation and learning in contexts of fragility, conflict, and violence must shift to a local and nationally-led approaches, and to taking serious investment in and supporting capacities and ownership within communities and countries affected. Communities and countries impacted by violence and conflict should be supported to develop effective peacebuilding, conflict transformation and violence prevention capacities - including evaluation as part of this. More work should be done through local and national evaluators and local and nationally-led evaluation processes. The evaluator can also take on more of a facilitative role - to facilitate ‘sense making’ and learning with communities and stakeholders involved.  It is crucial to challenge the notion that "experts" from afar have the answers, and instead, empower local and national capabilities to lead the difficult work of data collection and insight generation. Prioritize ethical responsibility and safeguarding: When working in volatile contexts, no evaluation tool or accountability measure should ever supersede the safety and security of local people. This includes third-party monitors and enumerators who often face the most significant risks. Evaluators must prioritize a duty of care to these individuals. Where relevant, tools like remote sensing can also be used to limit risk. Evaluations in contexts of conflict, fragility and violence should also ensure trauma-informed practice. Going beyond outcomes and impact and towards value for money and use of resources:  In a world where funding is increasingly scarce, evaluation must go beyond assessing outcomes and impact to assess value for money and investment, and identify which interventions and approaches can really achieve meaningful change - strengthening and supporting peace and overcoming instability and violence. Studies have shown that peacebuilding activities, when done well, can yield a significant return on investment—in some cases, as high as $16 for every $1 invested. By evaluating cost-effectiveness, the evaluation community can demonstrate the immense public value of peacebuilding efforts and justify continued investment in them. For a deep dive into the discussion, watch the recording About the #Eval4Action  Future of Evaluation dialogues The Eval4Action Future of Evaluation dialogues are a series of forward-looking discussions that explore innovative and adaptive approaches to evaluation. Designed to make evaluation more influential in a rapidly changing and complex world, these dialogues bring together a diverse range of voices—from experts to young evaluators—to share knowledge and highlight ways to future-proof the field of evaluation. Each monthly dialogue is aligned with an international action day, ensuring the conversations are timely and relevant to a global discourse.  The next dialogue, “How can evaluation shape a future-fit United Nations?” will take place on 23 October 2025. Learn more  This article was written with AI support with human authors in the lead.

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On 12 August 2025, International Youth Day, #Eval4Action hosted the inaugural Future of Evaluation dialogue , titled " Is the intersection of youth, innovation, and influence evaluation's new frontier? ". The dialogue featured a powerful opening by Ms. Diene Keita, Acting Executive Director of UNFPA. Ms. Keita, along with Ana Erika Lareza, Chair of the EvalYouth Global Network, passed the #EvalTorch to moderator Agnes Nyaga of OHCHR, symbolically inaugurating the dialogue and lighting the way for a conversation on the future of evaluation. The dialogue brought together a diverse panel of leaders and experts from different generations and regions, including Natalia Nikitenko (Global Parliamentarians Forum for Evaluation), Brenda Bucheli (ReLAC), Rachael Okoronkwo (Cloneshouse Nigeria), and Cheng Wang (EvalYouth China). The dialogue confirmed that the intersection of youth, innovation, and influence isn't a future possibility but a present reality for evaluation. The conversation highlighted how young people, as digital natives, are using technology and AI to make evaluation practices more efficient, accessible, and inclusive. The panel also emphasized the crucial role of intergenerational collaboration, in blending the experience of established evaluators with the innovation of youth. While acknowledging existing challenges like limited resources for youth participation in evaluation and the need to move beyond tokenism, the dialogue affirmed that young people, especially in the Global South, are already using evaluation as a powerful tool for social change and activism. The dialogue concluded with a strong call to action, urging the creation of more opportunities, mentorship programmes, and open spaces for young people to contribute their voices and perspectives, ultimately future-proofing evaluation. Seven quick takeaways from the dialogue Evaluation is a tool for transformation, not just a technical exercise.   The dialogue emphasized that when young people are meaningfully engaged, evaluation moves beyond a mere technical function. Evaluation was described as a "tool for transformation" that sharpens focus on accelerating progress towards Sustainable Development Goals (SDGs). The discussion highlighted how youth are using evaluation to advance advocacy for institutional strengthening and stronger inclusion.  Youth energy is the catalyst for future-ready evaluation.  The participants celebrated International Youth Day by recognizing the energy, creativity, and fresh perspectives that young people bring to the field of evaluation. The conversation stressed that youth energy is essential for evaluation to adapt to the "poly-crisis" and rapid global changes. The discussion framed young people not just as participants but as innovative leaders who are resilient, adaptive, and are committed to the achievement of the SDGs.  Many young people are digitally fluent including in AI and are reshaping evaluation practices. The conversation frequently touched on how digital tools and artificial intelligence (AI) are driving the rapid evolution of evaluation practices. It was noted that young people, as "digital natives," bring technological skills that optimize work processes and give them more relevance in evaluation teams. New technologies were highlighted as a way to dramatically decrease the cost and timeframe of evaluations, making them more accessible and timely.  Intergenerational collaboration is key to bridging the experience gap in evaluation.  The dialogue emphasized the importance of collaboration between experienced and young evaluators. The EvalYouth Mentoring Programme was cited as a successful example of this, fostering connections and knowledge transfer between generations. The dialogue stressed the importance of combining the innovative approaches of new technologies with the seasoned interpretations of experienced evaluation professionals. This collaboration is seen as a way to ensure that evaluation grows into a profession where intergenerational dialogue and alliance is the norm. A broader and interdisciplinary understanding of evaluation is needed to increase its influence.  A more expansive and interdisciplinary definition of evaluation allows for more utilization and influence of evaluation practices. Evaluative thinking can be applied in various phases of development initiatives, making it more integrated into professional development. This perspective suggests that evaluation is not an isolated exercise but a continuous process that empowers professionals including youth with skills, applicable to multiple roles. Youth in the Global South face unique challenges but are pioneering innovative strategies in evaluation.  Often young people in the Global South face significant challenges in evaluation such as limited access to reliable data, lack of financial resources and technical skills, as well as complex political and social environments. Given these limitations, there are several examples of young people in the Global South, demonstrating resilience and innovation when conducting evaluations. For example, using mobile technology and social media for data collection and dissemination, forming grassroots networks to drive accountability, among others.  The future of evaluation requires a systemic approach to youth engagement.  While the dialogue was optimistic, the conversation acknowledged that meaningful youth engagement is a work in progress. Young people often assume more operational roles in evaluation, such as data collection, rather than strategic roles in decision-making. To overcome this, systemic changes are needed. It is also important to advocate for policies that promote educational opportunities in evaluation for youth, and stronger partnerships between youth movements and local evaluation actors. These actions will help ensure that youth are not just included for "tokenism" but are genuinely empowered to lead and shape the future of evaluation. For a deep dive into the discussion, watch the recording About the #Eval4Action Future of Evaluation dialogues The Eval4Action Future of Evaluation dialogues are a series of forward-looking discussions that explore innovative and adaptive approaches to evaluation. Designed to make evaluation more influential in a rapidly changing and complex world, these dialogues bring together a diverse range of voices—from experts to young evaluators—to share knowledge and highlight ways to future-proof the field of evaluation. Each monthly dialogue is aligned with an international action day, ensuring the conversations are timely and relevant to a global discourse.  The next dialogue, “How can evaluation be a force for peace and resilience building amidst global instability?” will take place on 23 September 2025. Learn more   This article was written with AI support with human authors in the lead.

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The International Organization for Cooperation in Evaluation (IOCE) joins current co-leaders, UNFPA Independent Evaluation Office, EvalYouth Global Network, and the Global Parliamentarians Forum for Evaluation as a co-leader of Eval4Action.  IOCE has been representing national and regional voluntary organizations for professional evaluation (VOPEs) for 25 years, strengthening international collaboration for influential evaluation through the exchange of evaluation methods, theories and practice around the world. With many shared VOPE partners among Eval4Action and IOCE, this collaboration promises to unite the evaluation community even further and extend our collective reach on a global scale.  This new partnership comes at a pivotal time for Eval4Action, as it gets ready for the upcoming Summit for the future of Evaluation ,  marking the 5th year of the campaign.

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By Alex Nordman-Becker and Steve Mumford University of New Orleans Intergenerational collaboration in evaluation creates space for young and emerging evaluators to help shape the evaluation field. While experienced evaluators bring years of knowledge and training to evaluations, young and emerging evaluators hold potential to challenge norms and find innovative approaches guided by their lived experiences. This blog explores the reflections of a New Orleans-based evaluation team navigating the benefits, challenges, and lessons learned as a multigenerational team. Learning through community partners Alex met Steve through her doctorate programme because of her interest in community-based evaluations. Steve became her advisor and engaged her as a graduate research assistant supporting his evaluation work. Together, we worked on a year-long evaluation for the New Orleans Youth Master Plan (YMP). The New Orleans YMP is a 10-year plan created through the New Orleans Children and Youth Planning Board (CYPB), a planning board made up of community members and staff who work to drive change that improves outcomes for children and youth in Orleans Parish from birth to 24 years old. Throughout this evaluation, we benefitted from the youth-centered values of the client and programme, which constantly reminded our team to listen to youth voices and respect their expertise. Our intergenerational evaluation experience Alex: Finding my voice as an emerging evaluator As a young and emerging evaluator working on my first evaluation project, I felt thrown into deep water and I had not yet learned to swim. I was fortunate to have in Steve a mentor who created space for me to discover my own rhythm. Mentorship is an important piece to intergenerational collaboration but must be intentional as it can reinforce unequal dynamics where mentors hold knowledge to impart to the mentee and the mentee is to learn and absorb the teaching. This model of mentorship dismisses the experiences and expertise that the mentee could bring to the relationship. In contrast, youth mentorship in evaluation is a shared journey where values transcend knowledge transferred and that focuses on the growth, support, and relationships built. Mentorship also has the potential to be transformative where the mentor and mentee learn and gain new experiences from each other. My experience with Steve and the YMP evaluation embodied what transformational mentorship can look like. Receiving a master’s in clinical mental health counseling focusing on children and youth, I found I had skills that applied to evaluation like building rapport and facilitating groups. Steve showed genuine respect and interest in my experiences in counseling and being a young person. I felt comfortable challenging Steve at times to consider the deeper incorporation of youth, driven by my counseling experiences. A challenge I experienced while working on our multigenerational team was feeling limited at times to only speak to the youth pieces of the evaluation. A challenge I experienced while working on our multigenerational team was feeling limited at times to only speak to the youth pieces of the evaluation. For example, I lead the youth focus group, but Steve took the lead for adult interviews. Although we were a multigenerational team, intergenerational collaboration was limited by primarily working with participants that reflected our age groups. This generational divide was also reflected in our evaluation findings, where both youth and adult YMP members noted that they also wished for more intentional intergenerational collaboration within the organization such as joint youth and adult board meetings. Steve: How I learned from Alex    I’ve been working in the evaluation field for more than 15 years and have conducted a wide variety of evaluations in different teams. However, prior to evaluating the YMP, I had never considered how to intentionally collaborate across generations within evaluation. As an educator, I believe strongly in nurturing and supporting emerging evaluators. But I also slip into my role as a professor and the power dynamics that carries with it, engaging young people in a more instructional manner as opposed to on equal footing. The YMP’s emphasis on honoring youth voices, and my experience working with Alex, changed all that. Throughout the YMP evaluation, I saw first-hand how Alex’s positionality as a young person and emerging evaluator benefitted our team. For instance, Alex was able to more quickly build rapport with the youth participants in our evaluation and encourage candor, as she did when conducting a focus group with youth leaders. Alex’s contributions extended beyond our team’s interactions with youth, though, and offered a fresh perspective on all aspects of the evaluation. The collaboration became a trusting two-way relationship that provided constructive feedback, benefitting both of us. At the same time, our team contended with a constant gravitational pull towards deference to age and experience, in part because of our location within a university. I was addressed as Dr. Mumford, even by Alex, while she was addressed by her first name. When we presented our findings, despite our careful efforts to divide sections between us, I found myself talking over her at times to reiterate points I thought needed emphasis. I had to reflect on these experiences and acknowledge where I had fallen short, and Alex helped me do that. The collaboration became a trusting two-way relationship that provided constructive feedback, benefitting both of us. At the final YMP evaluation presentation, Alex and Steve present their findings to youth and adult members of the Children and Youth Planning Board (CYPB). (Photo courtesy of New Orleans CYPB and Lavonte Lucas) A lesson in intentionality and balance Multigenerational teams face the challenge of not falling into the old patterns of adultism that shape our society. There needs to be a more equal and fair division of labour but also support and learning opportunities for the emerging evaluator. Intergenerational collaboration requires a careful balance that is easier said than done within all of the contextual constraints. To young and emerging evaluators, be confident in knowing you have experiences that add value to evaluations. Communicate your needs to mentors and team members, from leading interviews to adding your own knowledge based on lived experiences. To older evaluators, realize that your younger colleagues have important perspectives to offer if you step back and listen. Intergenerational collaboration allows for two-way mentoring, where the mentor can learn from the mentee in return. Evaluations face challenging constraints, such as pressures around time, resources, and client expectations. These pressures can have the side effect of privileging expertise and professional experience and deemphasizing opportunities for two-way mentorship and intergenerational collaboration. However, if we make space for younger colleagues to shine, supporting them along the way, we become a stronger team. Alex Nordman-Becker is a young and emerging evaluator from New Orleans, LA. Alex is currently pursuing her PhD in Justice Studies at the University of New Orleans with a focus on youth-focused evaluations and Youth Participatory Action Research (YPAR). She also serves as the data manager/lead analyst for the New Orleans Children and Youth Planning Board. Connect with Alex on LinkedIn . Steve Mumford, PhD, is a tenured Associate Professor of Political Science at the University of New Orleans, where he directs the Master of Public Administration (MPA) program and served as founding Coordinator of the PhD in Justice Studies. He recently co-edited the Research Handbook on Program Evaluation with Kathryn Newcomer. Disclaimer: The content of the blog is the responsibility of the author(s) and does not necessarily reflect the views of Eval4Action co-leaders and partners.

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Read updates on the campaign activities and news from partners around the world. If you would like to receive the newsletter directly in your inbox, sign up to receive Eval4Action updates here . As an individual advocate or a partner network, if you have news or information to share with the Eval4Action community, please write to contact@eval4action.org .

Eval4Action is calling on organizations to self-report their progress in meaningfully engaging young people in evaluation following the Youth in Evaluation standards . Follow the guidelines below to complete your self-assessment for 2025 and contribute to the global effort to advance youth in evaluation. The submission deadline for 2024 self-assessments is extended to 14 February 2025. The 2025 Youth in Evaluation champions will be determined based on exceeding or meeting the requirements of the Youth in Evaluation standards. The champions will be announced at the 2025 Youth in Evaluation Champions Award Ceremony on 29-30 May 2025, at the Summit for the Future of Evaluation 2025 in Colombo, Sri Lanka. The Summit for the Future of Evaluation 2025 is a featured event at the Evaluation Conclave 2025. Learn more about the 2024 Youth in Evaluation champions that were announced at the global inauguration of Youth in Evaluation week 2024.   Guidelines for organizations completing the first self-assessment (2025) If your organization completed a self-assessment in 2024, go to the next section Step 1: Find the most relevant standards for your organization.  Standards are available here  for academia, governments, the private sector, international organizations, Voluntary Organizations for Professional Evaluation (VOPEs)/EvalYouth chapters and youth organizations. Each standard is accompanied by a self-assessment tool.  Step 2: Share and discuss the standards with the leadership/management  of your organization for buy-in and endorsement. Step 3:   Raise awareness  among colleagues in your organization on the Youth in Evaluation standards. If your organization needs assistance in identifying external resource persons for an awareness-raising event, reach out to the Eval4Action campaign. Step 4: Initiate a dialogue   within the organization on current practices in engaging youth in evaluation. A 2 hours pre-arranged meeting with representatives from each unit or section in the organization would be helpful. Step 5: Assign a team to undertake the self-assessment   and make recommendations to improve organizational practices to advance the meaningful engagement of youth in evaluation.  Step 6: Conduct your self-assessment using the provided tool.  Customized self-assessment forms are available with a downloadable link next to each standard on the website. Choose the relevant assessment   form  for your organization.  Step 7: Share the self-assessment report  including good practices with contact@eval4action.org  by 14 February 2025. The report can include the finalized assessment form (Excel/Google sheet) together with a slide deck that highlights good practices and progress on various dimensions. Sharing this information with the Eval4Action campaign will facilitate cross-fertilization of knowledge among other organizations.  Guidelines for organizations completing their second self-assessment (2025) These guidelines are for organizations that completed the Youth in Evaluation Standards self-assessment in 2024 and are now submitting their second self-assessment report in 2025. Step 1: Begin by reviewing your 2024 self-assessment report and identify any updates or changes in your reporting. Step 2: Familiarize yourself with the updated 2025 self-assessment form, as there might be minor changes to the criteria based on the feedback received from the first round of self-assessments. Remember to use the 2025 form for this round of self-reporting. Step 3: While reporting in 2025, focus on reporting on 2024 activities and initiatives related to youth engagement in evaluation. Remember to take into account the ongoing nature of activities and the long-term validity of certain policies, projects and resources. E.g. If you reported on a policy or guidance related to youth engagement in evaluation in your previous assessment, and it remains valid for 2024, simply confirm its continued validity and score accordingly. If you reported on youth engagement in an evaluation process, it would remain valid for scoring purposes for five years. Step 4: In 2025 self-reporting, highlight any new initiatives, successful outcomes, or significant progress made since your 2024 assessment. Use the comment section in the form to provide more details and context about your successes and challenges. Step 5: Submit your completed 2025 self-assessment report to contact@eval4action.org by 14 February 2025. By sharing your experiences and progress, you continue contributing to the global effort to strengthen and promote youth engagement in evaluation.

In 2024, Eval4Action’s flagship initiative, Youth in Evaluation, marked a year of significant milestones, empowering young people to take centre stage in the evaluation field. From passing the 1000 signatures milestone for the Youth in Evaluation manifesto to the very first Youth in Evaluation Champions awards at the Youth in Evaluation week 2024, the momentum to meaningfully engage young people showed no signs of slowing down. To celebrate this successful year, Eval4Action curated an online toolbox to support organizations at all levels to meaningfully involve young people in evaluation. Whether your organization is just starting out or looking to deepen existing youth engagement approaches in evaluation, this toolbox offers a wealth of resources to support your efforts. Watch the unboxing of the toolbox Youth in Evaluation manifesto First out of the toolbox is the Youth in Evaluation manifesto  with nearly 1200 signatures echoing a powerful call to action to meaningfully engage youth and young evaluators in evaluation. Find out which organizations and individuals are already on the list and add your name to the list of changemakers . Make a powerful public declaration of your commitment to youth in evaluation! Youth in Evaluation standards The next tool is the standards  for enhancing meaningful engagement of youth in evaluation, a roadmap and self-accountability guide tailored for six stakeholder groups: academia, governments, international organizations, the private sector, VOPEs/EvalYouth chapters and youth organizations. Updated for 2025, the standards come with handy assessment sheets   and guidelines  for easy adoption for returning organizations and first-time reporters. Youth in Evaluation champions The highlight of 2024 are the Youth in Evaluation champions , organizations that demonstrated exceptional efforts to advance youth engagement in evaluation through self-reporting on the Youth in Evaluation standards. The champions were announced at the Youth in Evaluation week 2024 and they have been sharing good practices to inspire the evaluation community ever since. From detailing their experiences by writing blogs  to sharing their engagement strategies on an X Space , the champions show how to practically support and meaningfully engage youth people in evaluation processes across sectors.  What’s next?  To take this momentum forward and to celebrate the 5-year anniversary of Eval4Action, and the 10-year anniversary of EvalYouth Global Network and the Global Parliamentarian Forum for Evaluation, the Summit for the Future of Evaluation will take place on 29-30 May 2025 in Bhutan. The Summit will set a forward-looking vision for the evaluation field with a focus on youth engagement and the ethical integration of AI, with a spotlight on the 2025 Youth in Evaluation champion awards. Self-report on the Youth in Evaluation standards   to see if you can be a champion, and stay tuned for more details!

By J ennifer Worrell, Sylta Georgiadis, and Agnes Nyaga Strategic Planning, Programme Management, Evaluation and Change Service (SPECS) UN Human Rights Youth inclusion in evaluation should never be a checkbox. Youth bring fresh ideas, innovative solutions, and the eagerness to learn and contribute to an organization. Their energy, insights, and ability to spot opportunities others may overlook are invaluable assets for any organization. At the same time, youth, often face systemic barriers to participation and decision-making. Yet, the question remains, are we creating enough spaces for them to contribute meaningfully? Our journey so far At UN Human Rights, we recognize that empowering youth isn’t only about recruiting young professionals or engaging youth as stakeholders. It’s about building a culture where their voices are heard and truly valued, their growth is supported, and directly influence decision-making processes. As a small evaluation function, our journey towards building a youth inclusive evaluation culture started with small, determined steps, and has grown into a culture that prioritizes mentorship, knowledge creation, capacity building, and opportunities for the next generation of evaluation professionals. More recently, we have taken intentional steps to ensure youth participation by incorporating young evaluators into our evaluation teams and consultancy pool, and engaging youth as key stakeholders in evaluation processes. In December 2023, we revised the evaluation policy ,  aligning it with the United Nation’s "Leaving No One Behind" commitment and using an intersectional lens to evaluate if our interventions reach the most marginalized populations, including youth. However, challenges remain. While youth are prioritized in our organizational management plan (OMP) , many programmes still do not explicitly include youth as a target population. This gap, evident in several evaluations, hinders assessing youth engagement or impact. To address this, the evaluation function adopts a forward-looking approach to ensure that youth are considered as key stakeholders, and that evaluations include specific recommendations to inform future programming. Our key enabling pillars Building our youth-inclusive evaluation culture has required a comprehensive framework centred around four key pillars: Policy, strategy, programme and process integration:  In line with our evaluation policy, insights from our evaluations have refined our methodologies, ensuring that our programmes target youth populations and our evaluation practices are evidence-based and reflective of the diverse communities we serve. Youth are also now specifically prioritized in frameworks such as OMP and the High Commissioner’s vision: A path for solutions and the Declaration on Future Generations as part of the Summit for the Future .  The need to hear from young people, both nationally and internationally, is well acknowledged. But as the Human Rights 75 Youth Declaration  makes so clear, access must also come with the ability to influence outcomes, for all young people, in all their diversity.  Guidance and quality assurance:  Guided by international standards such as those by the United Nations Evaluation Group (UNEG), we have developed internal guidelines to ensure high-quality, youth inclusive evaluations. The standards for meaningful youth engagement in evaluation  has also been very instrumental, offering practical guidance for youth inclusion and tools like an assessment sheet for accountability reporting. Capacity building:  This has been the most critical component. UN Human Rights focuses on building capacity from within, nurturing youth through mentorship and facilitating professional development training. Senior leadership support:  Securing senior leadership support has been crucial to providing the resources and enabling conditions necessary to fully integrate youth inclusive evaluation practices.   Access the Human Rights 75 Youth Declaration Championing a youth inclusive evaluation culture Our youth engagement efforts have gained momentum, particularly through active participation in inter-agency initiatives. For instance, our involvement in the UNEG Young and Emerging Evaluators (YEE) working group has strengthened our approach to youth engagement, and fostered inter-agency collaboration and learning. We have been an active member of the working group since its establishment in 2023 and a co-coordinator alongside UNFPA, OIOS, and UNESCO in 2024.  In 2024, we conducted our first self-assessment on implementing the Youth in Evaluation standards ,  which enabled accountability, identification of areas for improvement, and sharing lessons learned. We also received the " Emerging Super Champion Award "  from EvalYouth Global Network which recognized our leadership in upholding Youth in Evaluation standards. In addition, we were recognized as a champion for upholding youth engagement in evaluation practice and a champion for advancing young professionals in evaluation jobs. These awards highlight our dedication and commitment to supporting YEEs, even within the constraints of a small evaluation function. "Our team’s collective commitment has been instrumental in driving this progress. Every team member has embraced their role as a champion for youth in evaluation, creating a ripple effect across the other functions. In addition, YEEs have taken an active leadership role in promoting the use and dissemination of evaluation results through designing visuals and innovatively developing relevant evaluation products for dissemination. Their contribution has not only enhanced transparency and accountability, but also supported learning and evaluation capacity development across the office." -Sylta Georgiadis, Senior Monitoring and Evaluation Officer, Strategic Planning, Programme Management, Evaluation and Change Service (SPECS), UN Human Rights Creating pathways to evaluation jobs One of the most significant challenges facing youth, especially those in the Global South, is transitioning from education to the workforce. At UN Human Rights, we view evaluation as more than just a technical role; it’s a career path with transferable skills that prepare young professionals for broader opportunities. Evaluation requires critical thinking, data analysis, communication, and problem-solving skills, all of which are highly valuable in any sector. "Having grown up in the Global South, I’ve seen firsthand the barriers youth face in accessing international opportunities and building careers. At the United Nations in Geneva, there is an over-representation of interns from Western countries. Without some form of remuneration, a majority of students from the Global South are unable to apply for United Nations internships, putting them at a significant disadvantage compared to their peers in developed countries. This lack of access perpetuates inequities and limits diversity in the organization. My team with the support of human resources developed an innovative programme to  ‘Promote  Diversity and Inclusion for Youth in UN Human Rights,’ also known as ‘ Ditch UNfair Internships ’ which addresses barriers preventing students from the Global South from accessing internships at the United Nations in Geneva through the provision of a stipend to support their participation in the programme. This project won our innovation challenge in 2019 ,   and the Secretary-General Award for 2021 in the category “Diversity and Inclusion”. -Jennifer Worrell, Chief, SPECS, UN Human Rights This initiative has transformed our evaluation function by creating opportunities for young professionals from the Global South and broadening our talent pool, eliminating systemic barriers that previously excluded talented individuals from pursuing international careers. The results have been inspiring as many of these young professionals have excelled in their subsequent roles, with others successfully transitioning to other positions within UN Human Rights and the United Nations system, including to mid-level professional roles.  We continue to implement this initiative and have scaled it up further by being part of the UNEG and United Nations Volunteers programme which deploys young M&E professionals as United Nations Youth Volunteers and United Nations Specialist Volunteers across the United Nations system. Capacity building, knowledge sharing and mentorship for young and emerging evaluators (YEEs) To ensure young evaluators thrive in this profession, we prioritize mentorship, capacity building, and knowledge sharing. YEEs benefit from professional training opportunities tailored to develop their evaluation skills. We also facilitate participation of YEEs in the international evaluation forums/events, to enable them to connect with experienced evaluators, gain practical insights, and build lasting professional relationships. We also prioritize YEEs’ participation in the management of evaluations from start to finish. This hands-on experience equips them to take on leadership roles in future evaluations and ensures their contributions are recognized, building their confidence and making them feel valued.  “Coming from a legal background, I never imagined becoming an evaluator. My experience at UN Human Rights has sparked my interest, broadened my expertise and enhanced my knowledge and skills in evaluation. Through the professional development opportunities by the evaluation function- including certification in Evaluation Management (UNSSC) and Monitoring and Evaluation (ITCILO), I’ve gained the competence to fully manage evaluations. Mentorship from my team has been pivotal in my growth, boosting my confidence and helping me see the value of my contributions. I now trust in my skills and the impact of my work.” -Agnes Nyaga, Associate Human Rights Officer, SPECS, UN Human Rights Looking ahead We’ve made significant strides in building a youth-inclusive evaluation culture, but much remains to be done. We believe in the transformative role young professionals and youth-led initiatives can play in shaping the future of evaluation. Looking ahead, we are committed to continue expanding opportunities for young professionals in evaluation particularly from the Global South, scaling up mentorship, training and development opportunities, advocating for increased financial support for YEE initiatives, and ensuring youth inclusion remains central to every evaluation process. Jennifer Worrell is currently the Chief of the Strategic Planning, Programme Management, Evaluation and Change Service (SPECS) where she leads office-wide processes to define and implement the strategic focus for UN Human Rights' four-year programming cycle. She is also responsible for office-wide programme management, leading internal processes to convert the High Commissioner’s vision into operational programmes that focus on results. She provides leadership for organizational change including culture change; evaluations, risk management, leadership and the development of a culture of results within UN Human Rights. She is a passionate advocate and champion for diversity and inclusion. Sylta Georgiadis is coordinating the evaluation function in UN Human Rights’ Strategic Planning, Evaluation and Change Service. She has helped to build up an evaluation culture in UN Human Rights which is now conducting around fifteen evaluations per year, spanning from strategic evaluations to programme and country evaluations. She attaches great importance to including youth in every step of conducting evaluations. Agnes Nyaga is an Associate Human Rights Officer working with the evaluation function of the UN Human Rights Geneva. She is a young evaluator with four years of progressive experience in managing evaluations. Her passion and expertise in human rights, gender equality, disability and youth inclusion has enabled her to robustly integrate these principles into evaluations, ensuring that marginalized voices are heard and no one is left behind. Disclaimer: The content of the blog is the responsibility of the author(s) and does not necessarily reflect the views of Eval4Action co-leaders and partners.

Read updates on the campaign activities and news from partners around the world. If you would like to receive the newsletter directly in your inbox, sign up to receive Eval4Action updates here . As an individual advocate or a partner network, if you have news or information to share with the Eval4Action community, please write to contact@eval4action.org .

Read updates on the campaign activities and news from partners around the world. If you would like to receive the newsletter directly in your inbox, sign up to receive Eval4Action updates here . As an individual advocate or a partner network, if you have news or information to share with the Eval4Action community, please write to contact@eval4action.org .