Denne artikkelen bygger på et samarbeid mellom Hilde Reinertsen, Kristian Bjørkdahl og Desmond McNeill, og er publisert i siste utgave av tidsskriftet Evaluation.
Sammendraget lyder slik:
Learning and accountability are customarily defined as ‘the dual purpose’ of development aid evaluation, yet this notion is contested. Based on an overview of the existing literature, we identify four ideal type positions in this debate: (1) accountability and learning are complementary objectives, (2) there is a reconcilable tension, (3) there are problematic trade-offs and (4) the two are irreconcilable. Drawing on empirical evidence from Sweden and Norway relating to evaluation processes, evaluation reports and evaluation systems within the sector of development aid, we conclude that pursuing this dual purpose in practice involves trade-offs which need to be recognised. We end with implications for aid evaluation policy and practice.
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