Knowledge Map : Monitoring and Evaluation
Bias is a very real issue in most of the monitoring and evaluation work done of information and communication technologies (ICT) in education issues across the board. Such biases are often introduced at the monitoring and evaluation design stage, a...
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| Format: | Brief |
| Language: | English |
| Published: |
Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2008/01/10062964/knowledge-map-monitoring-evaluation http://hdl.handle.net/10986/10623 |
| Summary: | Bias is a very real issue in most of the
monitoring and evaluation work done of information and
communication technologies (ICT) in education issues across
the board. Such biases are often introduced at the
monitoring and evaluation design stage, and include a lack
of relevant and appropriate control groups, biases on the
part of 'independent evaluators' (who often have a
stake in seeing positive outcomes), and biases on the part
of those evaluated (who may understandably seek to show that
they have made good use of investments in ICTs to benefit
education). The opportunity for such biases (which are
usually positive biases) are especially acute where there a
great reliance on self-reported data. There appears to be a
lack of institutional and human resource capacity to carry
out independent evaluations of ICT in education initiatives
by local organizations in least development countries (LDCs)
(which increases the cost of such activities and potentially
decreases the likelihood that the results will be fed back
into program design locally). A general lack of formal
monitoring and evaluation activities inhibits the collection
and dissemination of lessons learned from pilot projects and
the useful formation of necessary feedback loops for such
lessons learned to become an input into educational policy.
Where such activities have occurred, they focus largely on
program delivery, and are often specific to the project itself. |
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