Importanța procesului participativ în contextul evaluării proiectelor [Articol]

Abstract

In the educational context, project evaluation should, in principle, be democratic and participatory, and understood as a continuous learning process that can highlight weaknesses by involving different stakeholders. To achieve a comprehensive analysis of the entire intervention context of a project it is not enough to collect and assess data from a single external perspective. Appropriate evaluation methods offer the possibility to integrate different views and avoid monopolising the evaluation process per se. “Evaluating a project is not a control and technical revision exercise. Evaluation is a social process, not a metrological process.” (Joachim Herrmann and Christoph Höfer, 1999, p. 102) When understood in this way, evaluation itself has an educational effect; it cannot be seen independently of the educational process. Just as learning brings the cause-effect relationship of learning into question and transfers it into reflective circles, so evaluation becomes a social process of new learning experiences and has an additional effect on the projects evaluated.