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Backward mapping from outcomes: Using a realist evaluation lens to evaluate an international aid program
Denise Beutel1, Donna Tangen1, Suzanne Carrington1
1Queensland University of Technology, Australia.
Evaluation and Program Planning
|December 12, 2022
Summary
This study evaluated an international inclusive education short course for Nepalese educators. Findings show context is crucial for transformative learning and that backward mapping is effective for evaluating such aid programs.
Area of Science:
- Education
- International Development
- Program Evaluation
Background:
- Inclusive education reforms are critical globally.
- International short courses aim to build capacity for educational leaders.
- Educators in Nepal are key to implementing inclusive education.
Purpose of the Study:
- To evaluate the efficacy of an international inclusive education short course program.
- To understand how the program transformed inclusive perspectives and practices of Nepalese educators.
- To assess the suitability of backward mapping for realist evaluation of international aid programs.
Main Methods:
- A backward mapping approach to realist evaluation was employed.
- Data were collected before, during, and after the short course program.
- The study focused on educators identified as leaders in inclusive education in Nepal.
Main Results:
- Transformative learning occurred, but was highly context-dependent.
- Understanding context is essential for program planners to identify effective mechanisms.
- Backward mapping proved to be a viable evaluation methodology for complex programs.
Conclusions:
- Contextual understanding is paramount for designing effective international education programs.
- Backward mapping is a suitable method for evaluating complex, context-specific interventions.
- Recommendations are provided for future program development in inclusive education.
Keywords:
Backward mappingContextInclusive educationInternational aidMechanismNepalRealist evaluationMore Related Videos
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