The last half century, there has been a global pressure on increased measuring and presenting of results in the public sector. One of the sectors where the pressure and calls for Results-based management (RBM) has been, and currently is, strong both in Sweden and internationally is within international development cooperation. But, to prove the effectiveness of development cooperation is not a simple task, and hence, the steering signals regarding the management model has been met with some criticism. However, although scholars argue that there have been several waves of pressure for RBM since the early 1970s, the massive amount of criticism seems to have been mainly aimed towards the latest push, in the 2000s. Why is that? This thesis take that question as an analytical starting point, but will not make any causal claims. Instead, it will take on a descriptive design, with an aim to identify any differences between RBM in Swedish development cooperation during the first and the latest push for increased focus on results. The main research question for the thesis is; In what way has the introduction of RBM in Swedish development cooperation been visible over time? The question will be analysed through text analyses to describe both the vision of RBM, as well as the evaluations of Swedish development cooperation during the two pushes for RBM. The study identifies differences on both levels, mostly regarding the aim of the model regarding whom the information is for, as well as significant differences in the ways evaluations have been conducted.

Existing scholarship in public sector results-based management (RBM) mostly conceptualizes implementation as an isomorphic process. Researchers frequently look at implementation from a top-down driven approach which conjures images of public servants as automatons who merely sustain RBM practices due to institutional pressures on behaviour. To that effect, little is known around how agency dynamically intersects with institutions not only to maintain, but also to create and disrupt RBM institutions through implementation. Combining institutional pressures and institutional work as theoretical frameworks, this study deploys qualitative content analysis on institutional instruments such as archival materials, as well as semi-structured interviews with Chief Results and Delivery Officers (CRDOs), to identify the various institutional pressures acting on public servants, the different types of institutional work activities performed during implementation of the Results Agenda, and how such actions contribute to the creation, maintenance, and disruption of institutional RBM regime within Canadian public sector. The agency of public servants bears heavily on how CRDOs perceive, understand, and respond to implementation pressures from institutional Results Agenda. The study finds that Results Agenda implementation is not a straightforward, linear, and exclusively top-down political and administrative centre driven activity. CRDOs overwhelmingly perform nuanced and overt actions that at times support, build on, and confront institutional Results Agenda imposed by the centres. This unique and evolving dynamic between institutions and agency intentionally and unintentionally reproduces, maintains, and alters institutional Results Agenda features within Canadian federal public sector. Given the importance of RBM systems in Canada’s federal public organisations, the insights from this study can shed light on how public servants implement institutional RBM and create, maintain, and disrupt centre driven institutional RBM through agency. Finally, this dissertation advances the methodological utility of integrating institutional work for combined empirical and interpretive social action research on institutional RBM implementation.

Bakalauro baigiamajame darbe tiriamas į rezultatus orientuoto valdymo (IROV) principų įgyvendinimas Joniškio rajono savivaldybės švietimo ir sporto skyriuje. Bakalauro darbo tiriamą problemą galima apibūdinti klausimu: kokie į rezultatus orientuoto valdymo elementai taikomi Joniškio rajono savivaldybėje administruojant kūno kultūros ir sporto sritį? Teorinėje darbo dalyje pateikiama mokslinės literatūros šaltinių analizė, kuri padeda atskleisti IROV sampratą ir reikšmę, pagrindinius principus ir savybes. Ypatingai didelis dėmesys skiriamas IROV etapams: planavimui, stebėsenai, vertinimui, rezultatų panaudojimui priimant sprendimus. Empirinėje dalyje pristatomas IROV principų įgyvendinimas Joniškio rajono savivaldybės švietimo ir sporto skyriuje. Tyrimo metu nustatyta, kad Joniškio rajono savivaldybės švietimo ir sporto skyriaus darbuotojai ir kiti specialistai įgyvendindami veiklą remiasi IROV principais, tačiau yra stokojama žinių ir informacijos apie IROV sampratą ir reikšmę, bei tikslingą visų etapų įgyvendinimą. Pateikiamos rekomendacijos įgyvendinant IROV principus Joniškio rajono savivaldybės švietimo ir sporto skyriuje. / Bachelor's final paper analyses the implementation of results – based management (RBM) fundamentals in the education and sports division of Joniskis municipality. Undergraduate study investigates the problem can be described by the question: What elements of RBM are applicable managing the range of physical education and sport of Joniskis municipality? The theoretical part of the bachelor’s paper gives analysis of scientific literature, which helps highlight the conception, importance, the main principles and characteristics of RBM. Particularly strong attention is given to the RBM stages: planning, monitoring, evaluating and using results for decision making. The empirical part presents the implementation of RBM fundamentals in the education and sports division of Joniskis municipality based on the documents analyses and interviews survey. It was found that personnel and other specialists of education and sports division of Joniskis municipality implement activities based on RBM fundamentals, but there is a lack of knowledge about RBM concept, importance and implementation of RBM stages. Either presented the suggestions to improve the implementation of RBM fundamentals in the education and sports division of Joniskis municipality.

DEd (Educational Management) / Department of Educational Management / There has been greater demand for more accountability, results-based culture and enhanced effectiveness of programmes and services globally. The education sector has not been spared by this wave either and hence teacher effectiveness and instructional quality have risen to the top of the educational policy agenda. It is important therefore that effective teaching must be assured and teacher evaluation is a key means of providing that assurance. To date, most studies on the teacher appraisal system in Zimbabwe have focused on the perceptions and attitudes of the teachers towards the evaluation process, and at the same time the implementation challenges. Little has so far been done to determine the effectiveness of the teacher performance evaluation system in Zimbabwe. This study consequently sought to evaluate the effectiveness of the teacher performance evaluation system in Kwekwe district of Zimbabwe. The study was premised on the pragmatic philosophical worldview and hence the mixed method approach was adopted. The convergent parallel mixed method design was used. Data was collected using individual face to face semi structured interviews and a 5 point Likert scale questionnaire. Documentary review was done prior to the development of the research instruments as a way of ensuring relevance of the data collection instruments. The study was underpinned by the self-developed RADPS conceptual framework on performance evaluation system effectiveness. Stratified purposive sampling technique was used to select ten secondary schools for the quantitative strand and four for the qualitative strand. The quantitative sample was composed of 292 teachers and the qualitative sample was composed of 12 participants constituting of 4 teachers, 4 heads of departments and 4 schools heads. Quantitative data was analysed using the SPSS version 25 while the qualitative data was analysed using ATLAS ti. 8. The key findings of the study were that: the performance evaluation system was imposed and accordingly there was no buy in; there was inadequate budgetary support thereby rendering the introduction of the system mistimed; teachers as key stakeholders were excluded from the design process and hence there was no ownership; and ultimately, relevance of the system was questioned. It was also revealed that the evaluation process is merely a compliance exercise with erratic and discontinuous monitoring and supervision through the evaluation cycle. The findings from the study imply the following: policy formulation should be participatory and inclusive; readiness assessment should be conducted before introducing a new programme; a programme should be pilot tested; evaluation process should be monitored by external officials; the process should be consequential and the system should be continuously monitored and reviewed for relevance and validity. / NRF

Responding to and preventing violent conflict continue to be a major concern on the international agenda. However, the results of peacebuilding projects are often mixed and some interventions have even proven harmful in the past. In the debates on aid effectiveness, evaluations have been advocated as being an effective instrument to better understand the results of development and peacebuilding projects and thereby ultimately to improve the practice. However, despite a long tradition of evaluation utilisation research dating back to the 1970s, the effects of peacebuilding evaluations are far from being understood. The concept of evaluation use is too narrow and does not take the diversity of potential positive and negative evaluation effects into account. There is little evidence concerning the organisational factors that influence the use and effects of evaluations. Using a comparative case study analysis in three organisations implementing peacebuilding activities (Deutsche Gesellschaft für Internationale Zusammenarbeit, Saferworld and the World Bank), this study examines the roles and effects of peacebuilding evaluations within international organisations. The results show a wide range of positive and negative evaluation effects that are promoted or hindered by different attitudes and the process of the evaluation, in addition to organisational and other contextual factors. To improve our understanding of the interlinkages in this context, evaluation pathways causally linking different effects and factors are proposed.

There is limited research on the use of results-based management (RBM) in schools, therefore this study focussed on developing a sustainable and effective RBM model. The objectives of the study were to identify the obstacles encountered in implementing RBM in primary and secondary schools in the Goromonzi District, identify and describe the steps taken in developing and sustaining an effective RBM model, and to develop a sustainable and effective RBM model suitable for both Zimbabwean primary and secondary schools. A qualitative research method was used since the researcher’s interest was to gain insight into and understanding of school heads’ and teachers’ perceptions, concerns and experiences in their real world conditions when implementing RBM. The study covered ten purposely selected schools in the Goromonzi District. Semi-structured individual and focus group interviews were conducted with the school heads and teachers. To enhance the validity of the findings, this study adhered to ethical principles and techniques. The following salient findings that emerged from the study were that the school heads and teachers had a negative perception of IRBM because a top-down approach was used when it was introduced and the system was not customised since it was merely “imported” from a developed country whose context was different from the Zimbabwean socio-political and economic environment. There was also a serious dearth of financial resources to support the system and this affected the quality of RBM training negatively. The lack of funding also led to the non-payment of incentives for the staff with regard to implementing RBM. It was also indicated that the senior Ministry of Primary and Secondary Education officials showed a lack of commitment and support for RBM. To address the implementation challenges it was indicated that resources had to be mobilised to ensure the capacitation of school heads and teachers and also for incentivising them. Incentivising staff is critical for the successful implementation of RBM. It was also noted that there was a need to develop a results culture in schools and train school heads in change management. It was concluded that a home grown RBM model that was context sensitive to the Zimbabwean situation was required. As envisaged, the study resulted in the development of the three phased Zimbabwe results-based management practical model (ZRBMPM). The first phase addresses RBM implementing challenges and the second phase focusses on incentivising staff to promote the effective implementation of results management. The last phase entails the production of the results. / Educational Leadership and Management / D. Ed. (Education Management)

Resultatstyrning är idag den centrala styrningsformen inom svenskt bistånd. På senare år har ett ökade fokus på resultatstyrning, kallat resultatagendan, kritiserats för hur frågor om långsiktighet och hållbarhet hamnar i skymundan med fokus på kvantitativa och kortsiktiga prestationsmått i utvärderingar. Syftet med denna studie är således att undersöka vad svenska civilsamhällesorganisationer upplever som dagens utmaningar med att utvärdera hållbarhet i biståndsprojekt. Datainsamling har skett genom en litteraturstudie från officiella dokument och tidigare forskning samt fyra intervjuer med medarbetare hos svenska civilsamhällesorganisationer. Uppsatsen har utmynnat i tre övergripande slutsatser: För det första upplever civilsamhällesorganisationer att de lever i en s.k. post-resultatagenda där resultatagendans eftermälen inte är anpassat för mer långsiktigt fokus. Vidare önskas ett processorienterat tillvägagångssätt för hållbarhetsperspektivet där biståndsaktörer arbetar tillsammans för att låta hållbarhetsperspektivet genomsyra svenskt bistånd på en strategisk och aggregerad nivå. Slutligen upplevs det även finnas konkreta hinder för god hållbarhetsutvärdering kopplat till projektens finansiering där ett exempel är timingen på utvärderingar. / Results-Based Management (RBM) is the central form of management in Swedish aid today. In recent years, the focus on RBM, commonly called the Results Agenda, has been criticised for how questions concerning long-term goals and sustainability has become neglected with the focus of quantitative and short-term results in foreign aid evaluations. The purpose of this thesis is to examine what Swedish Civil Society Organisations (CSOs) consider challenging when evaluating sustainability criteria in foreign aid projects. The data collection consists of a literature study of official documents and previous research as well as four interviews with coworkers at Swedish CSOs. The thesis has resulted in three overarching conclusions: Firstly, Swedish CSOs today experience living in a time of so-called Post-Results Agenda were the aftermath of the Results Agenda is not considered suited for more flexible and long-term focus. Furthermore, a process oriented approach for the sustainability perspective is desired, where foreign aid actors work together for a comprehensive sustainability approach on a strategic and aggregated level. Lastly, a couple of concrete obstacles for better evaluation of sustainability criteria are found to originate from the projects’ funding, such as the timing of evaluations.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2017-12-22T13:28:07Z No. of bitstreams: 1 anapaulapequenomatos.pdf: 1660293 bytes, checksum: 08349c4d837da55df30bbe6298af5a7a (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-22T18:22:44Z (GMT) No. of bitstreams: 1 anapaulapequenomatos.pdf: 1660293 bytes, checksum: 08349c4d837da55df30bbe6298af5a7a (MD5) / Made available in DSpace on 2018-01-22T18:22:44Z (GMT). No. of bitstreams: 1 anapaulapequenomatos.pdf: 1660293 bytes, checksum: 08349c4d837da55df30bbe6298af5a7a (MD5) Previous issue date: 2017-07-26 / O caso de gestão estudado discutiu a gestão para resultados em uma escola de ensino médio pertencente à rede pública do estado do Ceará, tendo como contexto o Sistema Permanente de Avaliação da Educação Básica do Ceará - SPAECE. Tal pesquisa justifica-se pela crescente expressividade das avaliações externas nas políticas de gerenciamento dos sistemas educacionais, a partir das quais emanam duas perspectivas que se entrelaçam no fazer didático: o binômio sucesso e fracasso escolares. Os objetivos definidos para este estudo foram analisar como a gestão tem se apropriado dos resultados do SPAECE, captando elementos que possam ser utilizados para a melhoria das práticas de gestão pedagógica e de resultados, visando contribuir para a elaboração de uma proposta de intervenção com o intuito de fomentar a aprendizagem significativa dos estudantes, tendo como questão norteadora o seguinte problema: de que forma ocorre a ação gestora em uma escola regular pertencente à Superintendência das Escolas de Fortaleza 1 (SEFOR 1) no contexto dos resultados do SPAECE? As discussões desenvolvidas basearam-se nos seguintes autores: Ball (2002; 2010), Vieira (2002; 2007; 2013); Vianna (2003; 2009), Franco (2004), Rosa et al (2006), Martins, Brocanelli (2010), Dalben (2010), Lück (2000, 2009), Luckesi (2011), Brooke, (2012), Monteiro e Mota (2013), Blasis et al (2014), Ikeshoji, Terçario, Ruiz (2015), Trojan e Corrêa (2015), Pinto e Santos (2016), Terrasêca (2016), a partir dos quais delineou-se a gestão para resultados no ambiente escolar caracterizando o papel do gestor enquanto força promotora da aprendizagem estudantil, pautada na prática colaborativa de monitoramento e avaliação do fazer escolar enquanto ferramenta para a construção de uma escola aprendente. Além disso, os autores contribuem para o delineamento do panorama da apropriação de resultados das avaliações externas enquanto processo pedagógico com vistas à qualidade educacional. Por meio de uma pesquisa qualitativa, como estudo de caso, verificou-se a interrelação entre a gestão, as avaliações externas, aqui representadas pelo SPAECE e, o sucesso da escola. O levantamento dos dados foi realizado in loco, por meio de observações na instituição-alvo da pesquisa. O instrumento de pesquisa utilizado foi a entrevista semiestruturada aos sujeitos do estudo, componentes do núcleo pedagógico: Gestora, Coordenadores Pedagógicos e Professores Coordenadores de Área de Linguagens e Códigos e, Matemática. Em razão dos resultados do estudo, concluiu-se que a gestão pedagógica da escola valida a avaliação externa enquanto mensurador da qualidade escolar, embora desconheçam as publicações do SPAECE e careçam de reordenar as práticas de gestão para que a comunidade possa apropriar-se do planejamento estratégico da escola. Assim, o Plano de Ação Educacional (PAE) apresentado compreende ações que visem a favorecer a gestão participativa no contexto de utilização pedagógica dos resultados do SPAECE e o fortalecimento dos planejamentos enquanto espaço-tempos de formação dos professores, dentre elas a formação de um grupo de estudos com foco nos resultados e planejamento estratégico da escola, estudos direcionados aos professores e, um marco festivo para apropriação dos resultados da escola. / The case in study discusses the management for results in a secondary school belonging to the public system of Ceará, taking as context the Sistema Permanente de Avaliação da Educação Básica do Ceará - SPAECE. This research is justified by the strong expressiveness of large-scale assessments in education policies, from which two perspectives that interlace in the didactic work: the binomial success and failure school. The main purpose of this study was to analyze how management has appropriated the results of SPAECE, capturing elements that can be used to improve pedagogical management practices and results, aiming to contribute to the elaboration of a proposal of intervention with the to foster significant student learning, the following problem being the guiding question: How does the management action in a public high school of Fortaleza, in the context of the SPAECE? The discussions were based on the following authors: Ball (2002; 2010), Vieira (2002; 2007; 2013); Vianna (2003; 2009), Franco (2004), Rosa et al (2006), Martins, Brocanelli (2010), Dalben (2010), Lück (2000, 2009), Luckesi (2011), Brooke, (2012), Monteiro and Mota (2013), Blasis; et al (2014), Ikeshoji, Terçario, Ruiz (2015), Trojan and Corrêa (2015), Pinto and Santos (2016), Terrasêca (2016), because they describe management for results in the school, characterizing the role of the of the principal as a strength for student learning, based on collaborative approach to monitoring and evaluating school achievement as a tool for building a learning school. They also contribute to the use to large-scale testing results as a pedagogical process for the quality education. This qualitative case study investigates the link between the management, the large-scale evaluations, represented here by SPAECE, and the success of the school. The data were collected through observations at the research institution. The research instrument was the semi - structured interview. The study subjects are components of the pedagogical leaders: Principal, Pedagogical Coordinators and Coordinating Teachers of Languages and Codes Area and Mathematics. The study was concluded that the pedagogical leaders validates the results of large-scale assessments as a measure of school quality, although they do not know the publications of SPAECE and they need to improve management practices so that the community can appropriate the planning of the school. Thus, the Educational Action Plan (PAE) presented includes actions that aim to favor participatory management in the context of pedagogical use of the results of SPAECE and the strengthening of planning as space-times of teacher training, as the formation of a group of studies focused on the results and strategic planning of the school, studies aimed at teachers and a festive framework for appropriation of the results of the school.

New Public Management has been the prevailing governance model in public sector administration since the late 1980s. In 2005, OECD-DAC member states adopted the resultsbased management model ‘Paris Agenda for Aid Effectiveness’, building on new public management theory and values. The aim was to achieve more effective aid by coordinatingand harmonising donor efforts, aligning development interventions and funding, supporting national ownership and propelling a result- and accountability culture by demonstrating achievements.Despite its worthy ambitions the Aid Effectiveness Agenda has paradoxically failed todeliver on its own outcomes. The results-based management framework underpinning theagenda has proven to be highly complex in methodology, interpretation and application. The framework is laborious and burdensome, diverting time from ‘ordinary’ work and risking a bureaucratization of the development aid sector. The ‘measurement fever’ has grippeddonors and agencies alike, and is now mainly driven by donors’ domestic accountability concerns, rather than the real needs of developing countries. More alarmingly, it has not onlyhad numerous unintended consequences but also outright adverse effects. This in turnen dangers long-term human development.This study sets out to explore to what extent the results-based management framework, based on new public management theory, has been a suitable management model to achieve aid effectiveness in the development aid sector. It departs from the governance theories of Denhardt and Denhardt (2000) and assesses whether New Public Service couldbe a fitting alternative governance model. The study utilizes the realist review methodology,specifically the CMO-configuration, in order to explore how context and mechanisms interact and how this affects the outcome. This study has through its aggregative and configurativeambition explored 26 scholarly articles in the time frame of 2011 to 2021 in order to draw conclusions.The review has found that the results-based management framework does not support the underlying theory of change that is imperative to achieve the Aid Effectiveness Agenda.Contextual factors are found to impede implementation, although due to being under research edit is difficult to determine to what extent. Further, none of the five mechanisms ofthe Paris Declaration can neither fully nor partially be said to contribute to ‘aid effectiveness’as defined in the Aid Effectiveness Agenda. Rather, the review has found that the literatureall point to numerous adverse effects of its implementation.This study concludes that the New Public Service governance model, at least intheory, could prove to be a more suitable management model for the development aidsector. Since the sector is neither linear nor predictable as the business sector for whichthe framework was developed, it is not surprising that adverse effects abound. Especiallysince the development aid sector is highly complex with a multitude of actors, politicalincentives and not least challenging implementational environments. In contrast, New Public Service places the citizen at the centre and aspire at buildingdemocratic citizenship and community through citizen participation and dialogue. Such analternative governance model built on democratic theory and participative epistemologyhas the potential to democratize governance practices by replacing the vertical top-downprincipal-agent dynamics of new public management with more horizontal forms of citizeninvolvement, co-determination and mutual accountability. New Public Service stresses the‘serving not steering’ aspect of governance, which would open up for a more authenticdiscourse of recipients owning development in their own society and setting the direction.No systematic review has previously been carried out to assess governance models inrelation to achieving the Aid Effectiveness Agenda. In fact, there is very little research onwhat has worked or not regarding the agenda. This thesis sets out to fill this gap and tocontribute to the discussion of governance models on a theoretical level. It is also anempirical contribution to applied development management regarding insights about whatcontexts and mechanisms affect aid effectiveness.

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