A evaluative report of the project (2000 words equivalent) Tests learning outcomes 1 & 2
A critical evaluation of the implementation stage of the action plan developed in Module 2. The evaluation criteria will be developed by the participant.

Bennett, J. (1996) 'A cautionary tale from Africa' New funding Strategies, INTRAC, Sources of Funding, pp.75
Chambers, Robert (1983) Rural development: putting the last first (especially ch.3). Longman
Davies, R (1996) 'An evolutionary approach to facilitating organisational learning: an experiment by the Christian Commission for Development in
Bangladesh'. http://www.swan.ac.uk/cds/rd/ccdb.htm
Horton, M. & Freire, P. (1990) We make the road by walking Temple University press.
Oakley, P. (1998) Outcomes and Impact: evaluating change in social development. Oxford: INTRAC (Ch 2 & 3)
Vaughan, S (2003) 'Performance: self as the principal evaluator' Human Resource Development International Volume 6, no.3

The learning strategies will require participants to commit 150 learning hours of which 79 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;

Mandatory Personalised: 71 Hours of learning as determined by personalised action plan.
This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies

University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa

This module aims to give participants an understanding of how to evaluate change projects. The module includes a review of relevant theory and practice in relation to:
- Gathering evidence about the effectiveness of a change project
- Understanding the impact of learning on individuals (including own personal and professional learning), communities and organisations linked to the change project
- Identifying new opportunities derived form the existing change project
- Communicating the outcomes of a change project to stakeholders