Local capacity development has been high on the agenda in international development as aid ineffectiveness emerged in 1990s. Many development projects fell short of expectations as the effects of those projects neither maintained long enough nor scaled up the project’s activities widely as originally planned. Some critics critique the one-sided technology transfer by aid donor agencies for aid ineffectiveness. Also, they partly attribute the short-lived effect of intervention to conservative monitoring and evaluation practice by those agencies because it only aims at measuring short-term project-bounded outcomes for agencies’ compliance requirement. To the contrary, donor recipient countries are more interested in measuring local capacity development catalysed by the intervention, which are likely conductive to achieving long-term development goals. The contrasting concerns between the aid agencies and recipient countries initiated this study. The study examined evaluations for two educational development projects in Egypt: one by the Japan International Cooperation Agency (JICA) and the other by the United Nation for Children’s Fund (UNICEF). The findings suggested that evaluation should set and measure parameters not only on short-term gains made by those agencies but also on comprehensive local capacity development imbedded in three layers of an education system. This way, the impact of an educational development project is expected to be sustained.
|Keywords:||Evaluation, Capacity Development, Sustainability, Educational Development|
Development Consultant, PhD, Kobe, Hyogo, Japan
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