Crouching Impact, Hidden Attribution: Overcoming Threats to Learning in Development Programs

This paper has argued that evaluators can surmount the barriers to learning inherent in the development process and in the notions of impact and attribution. The solutions are to assist programs to focus their monitoring and reporting on progressive changes in the relationships and activities of the development actors with whom they work directly, and to measure results that are clearly within the sphere of influence of their activities. Clearly articulated higher level, development goals should be used, not as standards for accountability, but to inspire ambitious action and commitment - as a guiding beacon for keeping the program's logic, strategies and desired outcomes aligned. As in the above cases, participants need to identify and agree on the changes to which they will contribute in light of their broader goals. With this approach, progress can be gauged relevant to the local context, and be better understood. The seemingly small, upstream achievements lay the foundations for initiating and sustaining change. By documenting them, we can move towards a deeper understanding of the processes in which we are engaged. By giving those upstream achievements their legitimate recognition we encourage fuller stories to emerge. By using methodologies which allow comparison across cases, we can draw broader lessons and encourage learning at higher levels.