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Section 4: Evaluation as a learning journey

Learning and reflexivity are critical ingredients in formative evaluation for TIP, as initiatives aimed at system innovation require changes in people, organisations and institutions, while also dealing with the uncertainties and conflicts that arise from challenging unsustainable practices. This section introduces evaluation as a learning journey, emphasising the importance of second order learning to help us rethink and revise beliefs and understandings in ways that can open up new aims and approaches.

Learning and reflexivity in formative evaluation

These resources highlight how every activity associated with monitoring can, at the same time, be an intervention to encourage reflection and learning, sharing examples from TIPC’s experimental interventions in South Africa and Latin America.

Reflexivity: Deepening and broadening MEL in experiments

Transformative Innovation Policy aims at changes — in people, organisations and at institutional levels — in order to orientate socio-technical systems towards sustainability and justice. This presentation explains the significance of reflexive monitoring, evaluation and learning in this process, drawing on modes and cycles of learning in transitions to make distinctions between the process, outcome … from Reflexivity: Deepening and broadening MEL in experiments

BLOG 1: How did that go? Reflections from the South Africa experiment on the TIPC methodology

This is the first in series of three blogs with practitioners working on the Living Catchments experiment in South Africa, which was developed as a TIP experiment by the Africa Hub. The blog sees the team reflects on their views and feelings on the integration and overlaying of the TIPC methodology within this national project … from BLOG 1: How did that go? Reflections from the South Africa experiment on the TIPC methodology

BLOG 2: The Transformative Outcomes: Does the Theory Stick?

In this second blog in our South Africa water experiment series, we put under the spotlight the transformative outcomes, the compass at the centre of the TIPC methodology, to examine the interaction at the ‘live’ theory-practice interface. How did the project team feel about the concept of the TOs? How did the theory play within … from BLOG 2: The Transformative Outcomes: Does the Theory Stick?

Blog 3: Monitoring, evaluation and learning from a Transformative Innovation Policy test project

“It was like a roller-coaster in a thunderstorm! Once… familiarity grew, it was easier to talk about concepts. I found the practitioner-academic dynamic so fascinating. I’m so grateful for this experience.” Evaluation comes at the end, right? Along with the learning? And the outcomes of the project? Not with the TIPC methodology and approach. It … from Blog 3: Monitoring, evaluation and learning from a Transformative Innovation Policy test project

Second order learning: Reflections of the Latin American HUB

This short presentation explores how the Latin American and Caribbean HUB for TIP set out to develop reflexive capabilities within the teams to re-interpret and adjust initial assumptions about the systems and the types of interventions required. It shows how the learnings from the evaluation and mentoring process revealed the importance of not only relying … from Second order learning: Reflections of the Latin American HUB

Second order learning in TIPC

Second order learning: Reflections of the Latin American HUB

This short presentation explores how the Latin American and Caribbean HUB for TIP set out to develop reflexive capabilities within the teams to re-interpret and adjust initial assumptions about the systems and the types of interventions required. It shows how the learnings from the evaluation and mentoring process revealed the importance of not only relying … from Second order learning: Reflections of the Latin American HUB

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