Advancing Locally Led Monitoring, Evaluation, and Learning (MEL)

In alignment with the United States Agency for International Development’s (USAID) Local Capacity Strengthening Policy, the empowerment of local entities to assume leadership roles in the Monitoring, Evaluation, and Learning (MEL) of developmental initiatives within their own regions constitutes a pivotal step towards actualizing the principles of locally led development. The enhancement of MEL competencies may necessitate a considerable exchange of knowledge between international and local MEL practitioners, contingent upon the specific requirements of these stakeholders. When executed proficiently, such exchange fosters the development of robust and enduring MEL expertise among local practitioners, thereby facilitating donors in more effectively realizing goals of inclusive and locally directed development. The adoption of a 'learning by doing' methodology serves as an efficacious strategy for facilitating this knowledge transfer between international and local MEL professionals.

Notably, the opportunities for capacity-building knowledge exchange between the Global North and South in the domain of MEL vary significantly, ranging from non-existent to emergent, and expanding based on the specific context and geographical locale. Although formal training sessions, support from partner institutions, the use of virtual platforms, material dissemination, temporary assignment agreements, and supervision by expatriate leaders are available, these initiatives frequently encounter challenges that compromise their effectiveness. This is regrettable, considering empirical research underscores a significant correlation between the facets of knowledge management—accumulation, creation, sharing, internalization, and utilization—and enhanced performance and development outcomes.

Common obstacles include inadequate preliminary assessment of local partners’ knowledge bases, rendering shared knowledge inconsequential; the failure of external experts to comprehend effective knowledge exchange mechanisms, such as adult learning principles, thereby diminishing the efficacy of their contributions; the misalignment between the time allocated for knowledge acquisition and the actual duration required, leading to either insufficient knowledge transfer or excessive information sharing with inadequate time for assimilation; a disproportionate emphasis on technical skills over interpersonal competencies, such as team management and client communication; and the sporadic nature of training opportunities, necessitating that local professionals independently pursue continued learning and application of acquired skills to prevent their obsolescence.

For the successful implementation of localization, international donors are urged to integrate a 'learning by doing' paradigm into their funded MEL activities, which are ideally positioned to facilitate this model. This approach addresses the aforementioned challenges by promoting advanced and institutionalized knowledge sharing, thereby supporting more locally led development initiatives. It entails assessing the learning needs of local professionals, setting priorities based on these needs, and offering genuine opportunities for skill acquisition. The 'learning by doing' model combines targeted formal training on specific subjects with practical application opportunities and real-time feedback through mentoring and coaching, encompassing both synchronous and asynchronous training sessions conducted via virtual platforms or in person.

To help local MEL professionals compete for formal training opportunities related to this model, it is important to: make the selection process clear; test professionals' skills and set priorities for training sessions based on those results; give professionals tasks that are relevant to their current skills and learning goals; offer consistent mentoring and coaching to ensure long-term learning outcomes; and add to these efforts.

The transition to locally led development necessitates that local MEL practitioners and firms assume leadership in the MEL of developmental programs and investments within their communities. Achieving such institutionalized local MEL leadership may require a paradigm shift in how traditional implementing partners in the Global North conceptualize and implement knowledge management regarding performance management. A strategic starting point for this transition is the adoption of a 'learning by doing' approach, prioritizing the learning needs and objectives of local professionals in the Global South and furnishing them with authentic opportunities for skill development.

Resources:

1. USAID’s Local Capacity Strengthening Policy

2. Evidence Base for Collaborating, Learning and Adapting: Summary of the Literature Review