Empowering Emerging Evaluators: Insights and Practical Recommendations for Programme Evaluations

Blog by Lisebo Ts’ehlana – Emerging Evaluator at SAMEA (2024)

This article was sparked by the presentations on the Emerging Evaluators from the South-African Monitoring and Evaluation (SAMEA) 9th biennial conference held at Birchwood Hotel and OR Tambo Conference in South-Africa from the 7th to 9th October 8, 2024. This conference brought together experts in Monitoring and Evaluation (M&E) and stakeholders, who among many strands discussed the growing demand for skilled evaluators and the importance of empowering Emerging Evaluators (EEs) and young evaluators in the evaluation field. The conference sessions, among many other themes highlighted the strategies to meaningfully include youths and EEs in Evaluations, fostering a sustainable and innovative workforce in the evaluation field. This article explores key themes, presentations and recommendations from the conference, with implications for future practices.

1. Emerging Evaluators

According to (Lavelle, et al., 2023) Emerging evaluators are individuals who are new to the field of evaluation and are in the process of developing their skills and competencies. They go on tho explain that the concept of emerging evaluators is closely tied to evaluator education and the evolving landscape of evaluation competencies considering technological advancements. Evaluator education plays a crucial role in shaping emerging evaluators. It involves various approaches to learning about the field, including formal education programs, practical experience, and ongoing professional development. Therefore, the evolving field of evaluation calls for aligning evaluator education with current and future needs, while integrating key evaluation principles of formal education and general design for research and learning.

Empowering emerging evaluators requires a multifaceted approach that combines professional development, experiential learning and mentorship. Evidence-based principles for collaborative approaches in evaluation (CAE) can guide the development of emerging evaluators by fostering interconnected and context-specific learning experiences (Shulha, et al., 2015). CAE ‘s refers to a participatory and inclusive evaluation methodologies that actively involve stakeholders including program implementers, beneficiaries, funders and policymakers throughout the evaluation process. This approach emphasises shared ownership, joint decision-making and continuous engagement to enhance learning, build capacity and ensure the relevance, utility, and ethical integrity of the evaluation. By fostering dialogue, mutual respect and diverse perspectives, CAE aims to produce more comprehensive, contextually grounded and actionable findings that better inform decision-making and promote sustainable program improvements.

The sessions on the increasing global demand for skilled evaluators highlighted a significant shift in the landscape of M&E, driven by the growing prioritisation of evidence-based decision-making across sectors. As governments, development agencies and non-governmental organisations (NGOs) increasingly rely on data-driven insights to inform policies and programs, the need for a dynamic and diverse evaluation workforce becomes critical. EEs offer innovative perspectives, creative problem-solving approaches and fresh analytical frameworks that can enrich the evaluation process. However, discussions in these sessions also brought to light the systemic challenges EEs face, including limited access to mentorship, insufficient practical experience and a lack of structured opportunities for leadership roles. To address these barriers, presenters recommended fostering robust mentorship programs, establishing clear pathways for professional growth and creating organisational cultures that value the contributions of EEs.

Presentations on the roles of EEs emphasised their capacity to infuse innovation into evaluation settings by introducing diverse viewpoints and novel methodologies. However, the discussions also revealed significant barriers that limit their impact. EEs often occupy peripheral roles, where their contributions are undervalued and they are excluded from critical decision-making processes. A recurring theme was the prevalence of tokenism, where EEs are included in evaluations for appearance rather than meaningful participation. This may be because most evaluation calls require the inclusion of an EE or Youth within the evaluation team.

The session moderated by Rumbidza Tizora from UNICEF Zimbabwe focused on the participatory evaluation of the Children’s Parliament Programme (CPP) in Zimbabwe. The participatory approach adopted in this evaluation empowered youth to serve as knowledge producers, enhancing both the process and outcomes.

The use of participatory tools, including confidential voting and drawing exercises, ensured diverse and candid contributions from young participants. This approach not only enriched the data collected but also promoted inclusivity and empowerment. Outcomes of youth engagement in this evaluation included increased confidence, enhanced research skills, and broader social capital for the participants. These benefits contributed to stronger intergenerational solidarity and more actionable evaluation recommendations.

Tizora highlighted that involving youth in decision-making processes strengthens the overall evaluation framework. The participatory approach exemplified how inclusive methodologies can lead to more comprehensive and accurate evaluations.

1.3.1. Hart’s Ladder of Participation as a Framework for Inclusion

The use of Hart’s Ladder of Participation was particularly noteworthy, providing a framework to illustrate the progression from passive involvement to active leadership in evaluations. Hart’s Ladder of Participation offers a conceptual model for assessing and promoting youth engagement. The ladder’s rungs represent varying levels of youth participation, ranging from tokenism to genuine partnership and leadership. In the context of empowering EEs, this framework highlights the need for mentorship and structural support to elevate their roles to higher rungs within evaluation projects where EEs become co-creators of evaluation processes.

1.3.2. Eval4Action Standards to Prioritise Youth-Led Leadership

The Eval4Action standards, further underscore the importance of meaningful youth engagement. These standards advocate for embedding leadership, capacity building and knowledge management into evaluation practices. It is argued that these principles are essential for fostering environments where EEs can thrive as active participants rather than passive observers. The integration of these standards into organisational policies ensures that youth and EEs are equipped with the necessary tools, training and responsibilities to contribute effectively.

1.3.3. Draft Guidelines for Involving Youth and Emerging Evaluators

One of the sessions sought to establish guidelines for meaningful youth and EE involvement in evaluations. Discussions centred on practical strategies for engaging youth as both evaluators and evaluands. Emphasis was on the importance of training, organisational readiness and context-specific frameworks to facilitate effective participation. The was also advocacy for strengthened mentorship programmes, the development of policies to enforce inclusivity and the creation of pathways for youth leadership. Natefo Mothupi from Southern Hemisphere stressed that policies supporting mentorship and hands-on experience are critical for bridging the gap between theoretical knowledge and practical application.

One more session explored the involvement of young people as collaborators in evaluation processes. This session showcased youth-led initiatives, including the evaluation of the Phakamani Young Minds Academy, a program focused on mentorship and capacity building for young learners. The evaluation demonstrated how engaging youth in leadership roles can enhance both the quality of educational interventions and the evaluators’ professional growth. Individual Development Plans and progress-tracking systems allowed youth evaluators to monitor outcomes while developing their evaluation
skills.

Similarly, a study on teenage pregnancy interventions in South Africa and Malawi, commissioned by the French Embassy, underscored the value of youth engagement in evaluating and scaling social interventions. The presenters highlighted youth-friendly tools, such as small group discussions and personalised suggestions, as effective strategies for promoting active participation and generating relevant insights. Petronella Ncube, a Public Health Enthusiast, emphasised that mentorship and intentional capacity building are essential for addressing challenges like power imbalances and time constraints. These factors often are often found to undermine meaningful youth participation. The key takeaway from this session was that involving young people as collaborators fosters their growth, enhances the relevance of evaluations and improves the overall quality of findings.

The session moderated by Denzel Whata, a youth advocate and Rumbidza Tizora from UNICEF Zimbabwe focused on the participatory evaluation of the Children’s Parliament Programme (CPP) in Zimbabwe. The participatory approach adopted in this evaluation empowered youth to serve as knowledge producers, enhancing both the process and outcomes. The use of participatory tools, including confidential voting and drawing exercises, ensured diverse and candid contributions from young participants. This approach not only enriched the data collected but also promoted inclusivity and empowerment. Outcomes of youth engagement in this evaluation included increased confidence, enhanced research skills and broader social capital for the participants. These benefits contributed to stronger intergenerational solidarity and more actionable evaluation recommendations. Tizora highlighted that involving youth in decision making processes strengthens the overall evaluation framework. The participatory approach that was utilised, exemplified how inclusive methodologies can lead to more comprehensive and accurate evaluations.

Lesedi Senamele Matlala from the University of Johannesburg also emphasised the need for inclusive practices that fully integrate EEs into the evaluation process. Matlala’s remarks reinforced that structured mentorship and leadership opportunities are key to achieving this integration, resulting in higher-quality evaluations that reflect diverse perspectives.

3.1 Empowering Emerging Evaluators in Evaluation Project Phases

EEs are often included in evaluation teams but assigned peripheral roles such as data collection or transcription rather than being involved in designing evaluations, analyzing findings or making decisions. This limits their ability to develop critical thinking and leadership skills. Tokenism, where EEs are present but not meaningfully engaged, reinforces their marginalization and prevents them from contributing fully.

3.2 Lack of Structured Mentorship and Support

Mentorship is crucial for skill development, yet many EEs struggle to find structured mentorship programs that offer consistent guidance. Without mentorship, EEs lack access to professional networks, have difficulty navigating complex evaluations and miss out on learning from experienced evaluators. This gap slows their career progression and limits their ability to gain hands-on experience in high-level evaluation processes.

3.3 Disconnection Between Academic Training and Practical Skills

Many EEs enter the field with strong theoretical knowledge but lack practical experience in evaluation methodologies, stakeholder engagement and report writing. Traditional academic programs alone do not adequately prepare them for the realities of evaluation work, such as managing fieldwork logistics, adapting methodologies to real-world constraints and communicating findings effectively to stakeholders.

3.4 Limited Access to Evaluation Opportunities

Many young evaluators struggle to find entry-level opportunities due to job postings requiring several years of experience. Without clear pathways for EEs to gain practical exposure, they find themselves stuck in a cycle where they cannot secure jobs without experience and cannot gain experience without jobs. This challenge is particularly pronounced in countries where evaluation is still a growing profession like South Africa.

3.5 Power Imbalances and Hierarchical Work Environments

In many evaluation settings, there is a strong hierarchy where senior evaluators dominate decision-making, making it difficult for EEs to share their perspectives. The lack of inclusive decision-making processes means that young evaluators are often undervalued, even when they bring fresh insights and innovative approaches to evaluations.

3.6 Unclear career pathways and professional identity

Unlike professions such as medicine or engineering, where career paths are well-defined, evaluation lacks a clear, standardized career progression for EEs. Many struggle to understand how to advance from an entry-level role to becoming a senior evaluator or an evaluation leader. This lack of a structured professional development framework makes career planning and progress challenging for emerging evaluators.

3.7 Limited Financial and Institutional Support

EEs working as interns, volunteers or junior researchers often face financial instability, as many organizations do not allocate sufficient budgets for mentorship programs or junior evaluator positions. Limited financial support affects the EEs ability to attend training programs, workshops and conferences that could help build their expertise.

3.8 Challenges in Engaging with Stakeholders

Stakeholder engagement is a critical aspect of evaluation, but EEs lack the confidence and credibility to interact with senior policymakers, program managers and donors. The EE ideas sometimes get overlooked, limiting their ability to influence evaluation processes and recommendations.

3.9 Ethical Dilemmas and Pressure to Conform

Young evaluators may encounter ethical challenges, such as pressure to manipulate data to align with funders’ expectations. Without adequate mentorship, they may struggle to navigate these situations and uphold ethical evaluation principles.

4.1 Establish Structured Mentorship and Coaching Programmes

• Develop formal mentorship initiatives that pair Emerging Evaluators (EEs) with experienced professionals.
• Encourage peer mentoring and learning networks within evaluation associations like SAMEA.
• Provide ongoing guidance on career development, ethical decision-making and stakeholder engagement.

4.2 Create More Entry-Level Opportunities and Paid Internships

• Organisations should offer fairly paid internships, fellowships and junior evaluator roles to bridge the experience gap.
• Reduce unrealistic experience requirements for entry-level positions to allow EEs to gain practical skills.
• Encourage institutions to prioritise EEs in evaluation projects to build capacity.

4.3 Promote Meaningful Participation of EEs in Evaluations

• Ensure that EEs are actively involved in designing, analysing and reporting evaluations rather than being limited to data collection roles.
• Create platforms for EEs to present their findings and contribute to decision-making processes.
• Foster inclusive work environments where EEs’ perspectives are valued.

4.4 Strengthen Practical Training and Skills Development

• Universities and professional bodies should integrate hands-on, field-based evaluation training into curricula.
• Offer workshops, simulations and case studies that focus on real-world evaluation challenges.
• Provide training on stakeholder engagement, adaptive methodologies and communication of evaluation findings.

4.5 Develop Clear Career Progression Pathways for EEs

• Define competency-based career ladders within the evaluation field.
• Create certification programs that recognise different levels of expertise.
• Encourage professional bodies to support EEs’ growth through accreditation programmes.

4.6 Address Power Imbalances and Promote Inclusive Leadership

• Encourage senior evaluators to create an enabling environment where EEs can contribute meaningfully.
• Advocate for participatory evaluation approaches where EEs are engaged beyond administrative tasks.
• Promote diversity and equity in evaluation leadership roles.

4.7 Increase Funding and Institutional Support for EE Development

• Donors and organisations should allocate resources to support EE-focused programmes.
• Fund scholarships, conference participation and research grants for EEs.
• Encourage organisations to prioritise hiring and training EEs as part of evaluation capacity-strengthening efforts.

The discussions and insights presented at the South African Monitoring and Evaluation Association

(SAMEA) 9th Biennial Conference underscore the critical role of Emerging Evaluators (EEs) in strengthening the evaluation field. As the demand for evidence-based decision-making continues to grow, the evaluation profession must adapt by ensuring that young and emerging evaluators are meaningfully integrated into evaluation processes. This requires a deliberate effort to address systemic barriers, including tokenism, limited decision-making roles and inadequate mentorship. The conference sessions highlighted that while EEs bring fresh perspectives, creativity and innovation to evaluation settings, they often face structural and professional challenges that hinder their full participation. These challenges include a lack of structured mentorship, limited financial and institutional support, disconnection between academic training and practical skills and difficulties in stakeholder engagement. Without intentional interventions, these barriers will continue to prevent EEs from transitioning into leadership roles and contributing meaningfully to the field.

A key takeaway from the discussions was the need for organizations and evaluation bodies to invest in mentorship and professional development programs. The use of frameworks such as Hart’s Ladder of Participation and the Eval4Action standards offer practical strategies for increasing the role of EEs beyond data collection and administrative tasks. Creating inclusive work environments where EEs are empowered to lead evaluations, analyze findings and influence decision-making will be crucial in ensuring the sustainability of the evaluation workforce. Moreover, the importance of institutional support and clear career pathways cannot be overstated. Evaluation institutions and policymakers must develop structured entry-level positions, fairly paid internships and competency-based career progression models that allow EEs to build their skills and advance professionally. By addressing power imbalances and ensuring that youth participation in evaluations goes beyond tokenism, the field can cultivate a new generation of highly skilled and experienced evaluators who can drive innovation and enhance the quality of evaluations globally.

Finally, investing in EEs is not just about addressing current skills gaps, it is a long-term strategy for ensuring the relevance, credibility and sustainability of evaluation practices. A diverse and well-supported evaluation workforce will result in more inclusive, contextually grounded and actionable evaluations that better inform policies and programmatic decisions. Therefore, it is imperative that evaluation organizations, academic institutions and policymakers prioritize the empowerment of Emerging Evaluators as a fundamental pillar of capacity strengthening in the evaluation field. By fostering mentorship, promoting leadership and institutionalizing supportive policies, the evaluation profession can ensure that EEs transition from passive participants to active contributors and leaders.

The future of evaluation depends on the ability to integrate young voices, cultivate new talent and create a truly inclusive field that values and leverages the diverse contributions of emerging professionals.

• Lavelle, J. M., Neubauer, L. C., Boyce, A. S. & Archibald, T., 2023. Setting the stage for critically defined and responsive evaluator education and training.
• New Directions for Evaluations, 2023(177), pp. 13-22.
• Matlala, L.S., 2024. Empowering emerging evaluators in evaluation project phases: Perspectives and recommendations.
• African Evaluation Journal12(1), a780. https://doi.
• org/10.4102/aej.v12i1.780
• Shulha, L. M. et al., 2015. Introducing Evidence-Based Principles to Guide Collaborative
• Approaches to Evaluation. American Journal of Evaluation, 37(2), pp. 193-215.
• https://www.youthpower.org/youth-drg-toolkit-3-models-roger-hart-ladder