As part of the neoliberal 'development project' and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western paradigms and approaches. This creates a two-pronged problem. First, imported Western evaluation methods and approaches may in fact lack validity, and thus be leading to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may reinforce subjugation and cultural hegemony through neo-imperialism and the 'colonization of the mind.' This problem has been addressed in recent years through development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better and operationalize MAE. Chilisa's (2015) synthesis paper moved the field towards conceptualizing MAE to prevent it from becoming an empty buzzword. However, Chilisa's efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further to the conceptualization of MAE. Theoretically, this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. Methodologically, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I prioritize the next steps that are important and feasible in advancing the concept. I posit that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process. / Doctor of Philosophy / As part of the neoliberal ‘development project’ and the spread of capitalism across Africa, most evaluation in Africa is rooted in dominant Western approaches. This presents two problems. First, Western evaluation methods and approaches when used in Africa may in fact lack validity, and lead to wrong conclusions and bad development outcomes. Second, Western evaluation approaches may encourage subjugation of African culture through neo-imperialism and the ‘colonization of the mind.’ These problems have been addressed in recent years through the development of the concept of Made in Africa Evaluation (MAE). As a relatively nascent concept, there remains a need to define better MAE. Chilisa’s (2015) synthesis paper moved the field towards defining MAE to prevent it from becoming an empty buzzword. However, Chilisa’s efforts fell short of offering a concise definition around which some consensus may arise. Given the current state of development of this increasingly influential concept, the purpose of this study is to contribute further towards the definition of MAE. The theoretical framework for this study is informed by the literature on a postcolonial critique of the neoliberal development project, along with literature on decolonizing and indigenous methodologies. To achieve my purpose, I used the Delphi technique to solicit informed opinions from expert evaluators working in Africa systematically. I interviewed an additional two experts to provide an extra layer of validity to the findings. Further, through a document analysis of six illustrative evaluation reports, I pilot test the newly developed definition of MAE, and finally, through a survey filled out by the same experts, I came up with the next steps that are important and feasible in advancing the concept. I conclude that MAE is Africa developed approach to evaluation, using African worldviews and methods in the evaluation process.

There were five main purposes for the current thesis: (1) to address the need for more quantitative studies to evaluate student academic success within the inclusive classroom setting; (2) to apply a recently released program assessment rubric for special education services to determine the level of special education service delivery in the specified location; (3) to evaluate the reliability of the results of the rubric mandated by the Saskatchewan Ministry of Education (2008); (4) to compare the results of the standardized student achievement tests with the rubric results in relation to program effectiveness; and (5) to investigate potential confounding factors related to the current study design. The goal of this thesis was to provide information to the Living Sky School Division and to the Saskatchewan Ministry of Education on the implementation and success of the inclusion model in a rural Saskatchewan setting. In addition, results were intended to provide information on assessment instruments employed in the measurement of program effectiveness. The analysis was conducted as a mixed-methods case study that included two parts: (1) the first assessment indicated that students with learning difficulties scored significantly higher on standardized academic achievement measures while in an inclusive setting as opposed to scores while in a pullout setting; and (2) the second assessment determined that special education service delivery was <i>emerging/developing</i> to <i>evident</i>. The correlation coefficient of rubric results was calculated at á = .69. A variety of general measurement issues, including small sample size and use of historical data, in relation to the current study design, were discussed.

There were five main purposes for the current thesis: (1) to address the need for more quantitative studies to evaluate student academic success within the inclusive classroom setting; (2) to apply a recently released program assessment rubric for special education services to determine the level of special education service delivery in the specified location; (3) to evaluate the reliability of the results of the rubric mandated by the Saskatchewan Ministry of Education (2008); (4) to compare the results of the standardized student achievement tests with the rubric results in relation to program effectiveness; and (5) to investigate potential confounding factors related to the current study design. The goal of this thesis was to provide information to the Living Sky School Division and to the Saskatchewan Ministry of Education on the implementation and success of the inclusion model in a rural Saskatchewan setting. In addition, results were intended to provide information on assessment instruments employed in the measurement of program effectiveness. The analysis was conducted as a mixed-methods case study that included two parts: (1) the first assessment indicated that students with learning difficulties scored significantly higher on standardized academic achievement measures while in an inclusive setting as opposed to scores while in a pullout setting; and (2) the second assessment determined that special education service delivery was <i>emerging/developing</i> to <i>evident</i>. The correlation coefficient of rubric results was calculated at á = .69. A variety of general measurement issues, including small sample size and use of historical data, in relation to the current study design, were discussed.

Evaluation of teacher training has been conducted primarily on pre-service contexts and has focussed almost exclusively on evidence of impact in terms of changes in teachers’ behaviour or beliefs. Using a responsive / constructivist methodology my research focuses on an in-service context and takes the participants as the starting point of the research in order to examine both the processes of teacher learning (i.e. how do teachers learn) as well as the product (what are their claims, concerns and issues) regarding the training programme. The emergent data is analysed with findings grounded in the literature of teacher learning and parallels made with my own reflections on the processes of learning through the research experience itself. The evaluation focuses on a Cambridge In Service Certificate of English Language Teaching (ICELT) training course which is designed as an internationally appropriate INSET programme that can satisfy the training needs of (both native and non-native) EFL teachers. The research is valuable because we do not know how teachers learn on a training course. Through a review of the literature and exploiting the imagery of a metaphorical journey of development, I formulate a framework for analysing teacher learning which distinguishes between practical (applied) knowledge, conceptual knowledge and knowledge of self. This theoretical framework provides a lens to analyse data emerging during the evaluation. The research advocates an alternative ‘constructivist – responsive’ method of evaluation for teacher education programmes that has the dual aim of learning through the evaluation (process) as well as from the evaluation (product). The research methods follow a Fourth Generation Evaluation model (Guba and Lincoln 1979). The results show that in terms of the evaluation outcomes (product) we can identify modes of learning that concern tasks (how), knowing (what) and awareness of self and socio-cultural context (why). Analysis of the teachers’ talk as collaborative interaction showed little evidence of learning taking place. There were no obvious sections of exploratory talk that is conducive to the construction of new meanings and learning. However by analysing teachers’ talk as a manifestation of individual modes of thinking we are able to identify modes of thinking that have clear parallels with the framework of teacher learning depicted above: techno-rationale thought (how), reflective thought (what) and critical thought (why).The descriptive framework therefore depicts the integration of levels for both the process of learning and the products of learning and as such is a powerful tool for teacher educators. Teachers need to operate on all three levels in their professional lives. The study challenges some well-established assumptions in teacher training evaluation. In terms of epistemology, teacher learning is life-long and individual. Human learning occurs on three levels: physical (body), mental (mind) and spiritual (soul) and these levels describe how we think as well as what we do. Evaluation of any training course needs to take into consideration the dimensions of learning, the influence of the socio-cultural context and recognise the interconnectedness of process and product (i.e. how the traveling and the journey interact).

貓空製茶歷史悠久，獨特的鐵觀音茶為遠近馳名的地方特色產業，而貓空結合茶產業與休閒觀光產業的經營型態，長久以來塑造出今日貓空獨特的地方茶文化產業。本研究以貓空的茶文化產業為研究對象，並結合地方治理理論與回應性評估方法，目的在建構出貓空茶文化產業發展的治理架構，確認此架構中公部門、地方與非營利組織、茶農與茶產業經營者三方行動者的任務，並描述三方互動的動態治理機制，最後透過回應性評估的方式，對貓空茶文化產業治理機制進行評估。 　　本研究運用文獻分析法與深度訪談法，與貓空茶文化產業治理中三方行動者進行訪談，研究結果發現貓空當地茶農與茶產業經營者為發展的基礎，但隨著內外部不利因素的威脅，茶農與茶產業經營者面臨勞動力老化、氣候變遷、法令限制等問題；在地方與非營利組織方面，木柵區農會是治理機制運作中最重要的角色，主要任務是扮演水平與垂直溝通平台、提供茶農所需資源、辦理對產業發有所助益的優良鐵觀音茶比賽，另一方面貓空茶情社區發展協會是由地方自組而成的社區組織，目的在發展貓空社區與市政府方面的業務合作及協調，但在當地經營上也面臨些許問題；公部門方面，茶業改良場文山分場具茶葉專業知識，給予茶農在上游栽植方面許多幫助，而主管貓空發展的產業發展局則是退居二線進行產業輔導，工作內容為多元經營硬體與文化設施、定期撥列經費進行補助；在釐清各方行動者任務後，本研究整合茶產業與休閒觀光產業，建構出貓空茶文化產業治理的運作機制。在治理機制評估方面以「治理機制妥適性」、「參與者的輔導推廣能力」、「計畫目標達成度」三個指標進行評估，主要爭議點有四：(1)在於水土保持法令上一方面維持貓空茶區生態，一方面也限制了發展；(2)貓空纜車與當地茶產業發展關聯性不大；(3)產業發展局退居二線與當地茶農接觸較少，平行機關多且人員調動頻繁；(4)貓空茶文化產業面臨轉型困境。研究建議三點：(1)貓空茶文化產業的轉型與行銷；(2)茶比賽模式的推廣；(3)根留貓空當地人才。 / MaoKong cultural tea industry is a unique local industry of Taiwan. This study integrated Maokong cultural tea industry, local governance, and responsive evaluation theory, moreover the main purpose is to construct a governance framework of MaoKong cultural tea industry, and find out the task of those three operations in the framework: (1) governmental departments. (2) local and nonprofit organizations. (3) tea farmers and tea industry operators. 　　Additionally, literature analysis and depth interviews are the research methods of this study, through the interview with the actors of Maokong cultural tea industry , we found that: (1) local tea farmers and operators are the basis of tea industry, but they confront some inside and outside threats. (2) the most important role of the part of local and non-profit organization in Maokong tea industry governance, is the Muzha Farmers’ Association, which the main task is to establish a horizontal and vertical communication platform for the framework. The jobs of Muzha Community Development Association are to development this community, and collaboration and co-ordination with the Taipei city government, but also facing some issues with the local farmers. (3) In the public sector, first of all, Tea Research and Extension Station - Wenshan Substation with expertise provides lots of help in tea to the tea farmers. The Department of Economic Development, Taipei City Government in these days is to step aside for operating the hardware of cultural facilities, and providing subsidies to the tea industry operators. As well as this study suggestions are: (1) integrating all the resources of governance actors and using marketing methods to development Maokong cultural tea industry. (2) the promotion of Maokong tea competition mode. (3) root and reward local tea industry talents.

台灣年齡結構快速老化及子女供養的比例降低，政府對於老人經濟安全的保障逐漸成為重要的議題。然國民年金的推動卻一波三折，而敬老津貼政策成為了目前非軍公教族群老年經濟安全保障的制度，本研究欲從政策利害相關人回應性的角度去評估敬老津貼政策。 　　而本研究的研究焦點，為民國九十一年中央政府所開始發放的全國性的「敬老津貼」，並以領取敬老津貼人數最多的台北縣作為實證研究的範圍，利用了Dunn & Poister所提出的效能性、「效率性」、「公平性」、「適當性」、「回應性」及「充分性」六種政策評估指標去評估敬老津貼政策的現況，並透過對利害關係人深度訪談的分析，匯整及建構出敬老津貼政策評估指標下利害關係人的相關主張、關切與議題。 　　研究發現現行敬老津貼政策之利害關係人的議題產生多集中在公平性指標下，而且利害關係人對於敬老津貼增加金額的需求性主張及滿意度，深受國內其他老人津貼制度的影響。因此政府須重新評估一律排除公務體系退休者領取津貼、排富絛款設立及以職業為劃分的老人津貼政策的適當性；同時須注意國內及地方縣市的福利差異甚大的現象，才能符合照顧國民之公平性。其次，對於老人津貼制度金額不一的公平性爭議，應趕緊實行國民年金加以整合。另外則是雖然領取敬老津貼者對於申領敬老津貼的程序過程的便利性具有共識，然未接到敬老津貼申領津貼通知的老人，很有可能會影響老人請領津貼的時間點。而對於中低收入老人生活津貼的計算方式應考慮放寬未有奉養事實的子女資產部分，以及除了發放津貼的方式，也可規劃增加老人收入的老人福利選項。另外，領取敬老津貼者受訪者普遍對敬老津貼金額為中等的滿意度，而敬老津貼對於解決月可使用生活費9000元以下的老人經濟問題的效能性和充分性較高。 / The acceleration of population aging and diminishing financial support from offspring to senior citizens necessitate the establishment of a senior citizen’s social security system. Faced with the difficulties in implementing the citizen annuity, the government came up with an alternative plan in 2002: the Senior Citizens Welfare Living Allowance. This study shall take Taipei County, currently the administrative region with the largest number of Senior Citizens Welfare Living Allowance recipients in Taiwan, as an example. The six policy evaluation indicators suggested by Dunn& Poister, i.e. effectiveness, efficiency, equality, appropriateness, responsiveness, and adequacy are used to evaluate the current state of the Senior Citizens Welfare Living Allowance policy. The claims, concerns, and issues of the stakeholders of the Senior Citizens Welfare Living Allowance policy are concluded after holding in-depth interviews with the stakeholders. Research results found that stakeholders of the issues are mostly concerned about the equality of the policy. Demands of and satisfaction with the policy is determined by similar senior citizens’ allowance systems. Appropriateness regarding the distribution of allowances to participants of the public servant pension system is also of concern to the stakeholders. Inequality in the varying amount of the allowances between administrative regions is an issue, among many others, that can be addressed by the implementation of a citizen annuity system. In general stakeholders are moderately satisfied with the incumbent Senior Citizens Welfare Living Allowance policy. The policy is more effective and adequate for those with a monthly income of less than NTD$9,000.