| Author(s): |
Rebecca Jayne Gokiert, University of Alberta; Bethan Kingsley, University of Alberta; Cheryl-Anne Nadine Poth, University of Alberta; Ken Mathew Cor, University of Alberta; Jane Springett, University of Alberta; Melissa Tremblay, University of Alberta; Susan Hopkins, The MEHRIT Centre
|
| Abstract: |
There is growing recognition that collaboration through community-university partnerships is an effective way to bring together knowledge and expertise from multiple sectors and disciplines to discuss important issues in an environment of authentic collaboration. With the steadily growing demand for evaluation support and expertise over the past decade, we began a process of inquiry with stakeholders including funders, evaluators, non-profit and government employees, and academics to identify evaluation capacity and gaps in the early childhood development (ECD) field, and develop a strategic response. Using various community engagement methods, as well as an evaluation capacity instrument that was developed to assess individual and organizational capacity (El Hassar et al., 2020), evaluation capacity needs and assets in the ECD field were explored. Three major thematic areas emerged from these extensive inquiries: (1) Community-Driven and Culturally Responsive: How do we ensure that the demand for, creation, and use of evidence are community-driven and culturally responsive? (2) Innovations in Evaluation Capacity Building: How do we increase knowledge, skills, and motivation to create and use meaningful evidence through innovative capacity building approaches? (3) Evidence for Action: How do we increase the value and use of evidence for decision making to improve practice, programs, and policy?
This work has culminated in the formation of the Evaluation Capacity Network, an interdisciplinary and intersectoral partnership that seeks to strengthen evaluation capacity in the ECD field. To our knowledge, the Network is the first initiative of its kind to use a systems approach to build evaluation capacity that extends beyond the scope of a particular organization. To effect change, we believe a broad systems approach is essential to mobilize influential players from across the entire early childhood field (Sanderson, 2000; Suárez-Herrera et al., 2009; Waldrop, 1992), and foster a collective and coordinated effort to build capacity. However, we must also develop resources and opportunities that are tailored to different users and therefore contextually relevant. This broad yet localized approach forms both the unique strengths of the Network, as well as informs our future priorities as we work to foster deeper relationships with our partners and achieve our objectives collaboratively.
In this presentation, we will describe: i) the context for forming the network; ii) the processes involved in three areas of significant engagement, includingpartners, stakeholders, and students; and iii) reflections on the methods of engagement and their impact on outcomes achieved (Gokiert et al., 2017). We will also detail key mechanisms through which the Network will respond to the three thematic areas identified from the community engagement consultations.
|