Studying at York
Evaluating Humanitarian Programmes - HEA00102M
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 |
Module aims
Evaluation is an integral part of humanitarian programmes. This module will examine, debate and discuss different theories, methods and approaches to evaluations, field realities and innovative techniques in evaluating humanitarian programmes. Further, the module will allow the students to learn different evaluation guidelines and evaluative criteria (UN, ALNAP) and the practical implications of these in the field. The module will also challenge the students to understand the relevance, effectiveness, efficiency and impact of evaluations of humanitarian programmes and explore the usability of evaluations at both a policy and programme level.
Module learning outcomes
Subject content
- Students will understand different monitoring and evaluation methods, techniques and approaches in humanitarian delivery.
- Students will develop evaluation skills to influence humanitarian policy and practices.
- Students will understand the importance of evaluation in humanitarian programming and develop mechanisms to incorporate monitoring and evaluation into programme design.
Academic and graduate skills
- Students will understand evaluation techniques and mechanisms as social science research methods.
- Students will design, implement, manage and critically engage with evaluation methodologies and methods.
- Students will understand the use of evaluation in strengthening humanitarian policy and practice.
Module content
This module will provide the opportunity for the students to understand the importance of evaluation in humanitarian programming in responding to mistakes and strengthening responses.
As a thematic area of the humanitarian discourse, it is important that the students in the module are familiar with the key publications in the field. By developing an annotated bibliography for formative assessment, students will be able to familiarise themselves with the literature as well as being able to use them in their essay.
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Written feedback will be provided on the standard proforma within the timescale specified in the programme handbook.
Indicative reading
Bush, K. and Duggan, C. (2014) The Ethical Tipping Point of Evaluators in Conflict Zones. American Journal of Evaluation, 35(3).
Jayawickrama, J. (2013) 'If they can't do any good they shouldn't come: northern evaluators in southern realities. Journal of peacebuilding and development, 18(2), p. 26-41.