Evaluation and Program Planning最新文献

{"title":"Mechanisms for institutionalising evaluation: A scoping review","authors":"Carla Cordoncillo Acosta","doi":"10.1016/j.evalprogplan.2025.102710","DOIUrl":"10.1016/j.evalprogplan.2025.102710","url":null,"abstract":"<div><div>In recent years, there has been growing attention garnered by the institutionalisation of evaluation, with academia as well as international organisations, governments and practitioners engaging more with the topic<em>.</em> Recent publications, in particular the books edited by Stockmann and Meyer (2020, 2022, 2023) that bring together various experiences occurring in different European, American and Asian countries, have contributed significantly to the conceptual and theoretical development of the field. However, the predominant analytical frameworks used to assess institutionalisation are primarily designed to support international comparisons and to quantify the degree of institutionalisation across countries. As such, they tend to emphasise measurable indicators or enabling conditions, often overlooking the specific mechanisms and institutional arrangements that underpin the development and sustainability of evaluative practices. This article addresses that gap by conducting a scoping review of 29 case studies from 12 countries with different evaluation traditions. Rather than focusing on levels of institutionalisation, the analysis identifies and categorises the institutional arrangements and mechanisms most frequently used to embed evaluation within public administration. In doing so, it offers a structured overview intended to support public sector managers—particularly in contexts with limited evaluation traditions—in reflecting on and designing appropriate strategies to strengthen evaluation systems.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102710"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using intervention mapping to develop training for US dental providers to recommend the HPV vaccine","authors":"Jennifer Sukalski ,&nbsp;Grace Ryan ,&nbsp;Susan C. McKernan ,&nbsp;Emily A. Janio ,&nbsp;Rebecca Bucklin ,&nbsp;Natoshia Askelson","doi":"10.1016/j.evalprogplan.2025.102730","DOIUrl":"10.1016/j.evalprogplan.2025.102730","url":null,"abstract":"<div><h3>Introduction</h3><div>Iowa has the highest incidence of oropharyngeal cancer (OPC) in the US, and human papillomavirus (HPV) is the most common cause of that disease. An HPV vaccine is approved for OPC prevention, but its uptake is low. We identified dental offices as novel settings in which the HPV vaccine can be recommended to patients, and we describe our use of the Intervention Mapping (IM) framework to develop an intervention that prepares dental providers to recommend the vaccine to parents of patients aged 9–17.</div></div><div><h3>Methods</h3><div>Our planning group used IM to engage in (1) needs assessment, which involved surveying dental hygienists (n = 470) and interviewing dental hygienists (n = 19) and dentists (n = 20); (2) method and (3) theory identification; and (4) intervention development, (5) implementation, and (6) evaluation, resulting in our “Educate, Recommend, Refer” intervention.</div></div><div><h3>Results</h3><div>The needs assessment showed dental providers were willing to learn more about the HPV vaccine but needed training to confidently recommend it. We chose training methods that increase self-efficacy, in accordance with behavior change theory. Multiple health behavior theories and frameworks also prompted our development of supporting materials, that encouraged participants to engage in vaccine promotion, as well as an evaluation plan.</div></div><div><h3>Conclusion</h3><div>IM guided our integration of theory, existing evidence, and stakeholder input to create an intervention that comprehensively addressed the needs of our target audience and overcame limitations of other similar interventions. Presenting intervention development in accordance with the IM framework also gives practitioners clear information for its replication or adoption.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102730"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145565949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Program design and youth employability outcomes in South Africa: A longitudinal study","authors":"Gina A.N. Chowa ,&nbsp;Rainier Masa ,&nbsp;Graham Zulu ,&nbsp;Miranda Manzanares","doi":"10.1016/j.evalprogplan.2025.102714","DOIUrl":"10.1016/j.evalprogplan.2025.102714","url":null,"abstract":"<div><div>This study examines the association between program design and youth employability outcomes. Using longitudinal survey data from the Siyakha Youth Assets project in South Africa, we analyzed responses from a sample of 1809 youth enrolled in eight different employment programs across the country. Data were collected at four time points over 36 months using interviewer-administered questionnaires. Analyses were conducted on multiply imputed data sets using multilevel mixed-effects regression models, with repeated observations at Level 1 and program design features at Level 2. Results indicate variation in the association between program design features and outcomes. Youth in programs with moderate soft skills training, substantial work experience, and structured job matching reported significantly higher employability attributes, job readiness, and job interviewing skills, and were more likely to apply for jobs than those in programs with minimal soft skills, no work experience component, and unstructured or ad hoc matching. Program duration and technical skills training were not significantly associated with outcomes. The stipend provision showed a significant negative association with career self-management, while all other associations were non-significant. These findings underscore that the design and delivery of youth employment programs, particularly those integrating soft skills, work experience, and labor market matching, are linked to improved outcomes. In contrast, the standalone use of stipends, extended duration, or technical training shows limited effects over time. Results highlight the importance of integrated program design, particularly the inclusion of soft skills, experiential learning, and labor market linkages, in improving youth employment outcomes in South Africa.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102714"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Optimising student loan recovery in Malawi: Bridging policy gaps, socio-economic realities, and administrative challenges","authors":"Reuben Moyo ,&nbsp;Jimmy Mbelwa ,&nbsp;Evelyn Kachingwe ,&nbsp;Juma Lungo","doi":"10.1016/j.evalprogplan.2025.102674","DOIUrl":"10.1016/j.evalprogplan.2025.102674","url":null,"abstract":"<div><div>In Malawi, where student loans are crucial for expanding access to higher education, poor loan recovery poses a significant threat to the sustainability of financing and socioeconomic development. The study investigates student loan recovery challenges at Malawi’s Higher Education Student Loans and Grants Board (HESLGB), where rigid salary deductions result in a 32.6% non-repayment rate. A mixed-methods approach, grounded in behavioural economics, analyses survey data from 289 borrowers and interviews with 12 staff. Four themes, including enforcement mechanisms, borrower support systems, repayment schedules, and penalties, highlight barriers linked to a 70% informal workforce and administrative gaps. Unemployment, rigid schedules, and poor tracking impede recovery. We propose income-contingent repayment plans, digital platforms, borrower education, and policy reforms, drawing on regional models to offer scalable solutions for low- and middle-income countries.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102674"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating gendered fault lines: Nigeria’s COVID-19 stimulus through a feminist political economy and OECD-DAC lens","authors":"Chukwuemeka Onyebuchi Onyimadu ,&nbsp;Oluwaseun Blessing Adetutu","doi":"10.1016/j.evalprogplan.2025.102694","DOIUrl":"10.1016/j.evalprogplan.2025.102694","url":null,"abstract":"<div><div>This paper examines the gender responsiveness of Nigeria’s COVID-19 fiscal stimulus, the Economic Sustainability Plan (ESP), through a feminist political economy lens, using the UN Women–ILO gender assessment toolkit. By analyzing macroeconomic data, sector trends, and policies, it assesses whether the ESP effectively addressed the pandemic's uneven socio-economic impacts on women, particularly in the informal sector. The results show that although the ESP included interventions for vulnerable groups and women-led businesses, it lacked a comprehensive strategy for gender mainstreaming and failed to address underlying inequalities in care work, labour participation, and access to health and social services. The paper calls for policy reforms that prioritize women’s economic independence and social protection systems. Beyond its policy relevance, this study contributes to evaluation research by demonstrating how macroeconomic stimulus programs can be assessed using OECD-DAC evaluation criteria and a feminist political economy perspective. This demonstrates how gender-sensitive evaluation frameworks can yield valuable insights for national policy design and inform approach shows how gender-sensitive evaluation frameworks can produce insights for national policy design and the international evaluation community. The study adds to the discussion on gender-responsive recovery in Africa by providing evidence-based recommendations for future fiscal policy responses.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102694"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A program evaluation of a healthy lifestyle intervention adapted for individuals with brain injury","authors":"Megan E. Douglas ,&nbsp;Virginia Leidner ,&nbsp;Alyssa Patterson ,&nbsp;Christa Ochoa ,&nbsp;Evan McShan ,&nbsp;Stephanie Calhoun ,&nbsp;Alex Suhalka ,&nbsp;Simon Driver","doi":"10.1016/j.evalprogplan.2025.102716","DOIUrl":"10.1016/j.evalprogplan.2025.102716","url":null,"abstract":"<div><div>Current recommendations are to modify existing evidence-based health interventions rather than building new interventions. Therefore, our team adapted an evidence-based healthy lifestyle intervention to meet the unique needs of individuals with traumatic brain injury (TBI) and stroke. Previously published outcomes supported clinical trial efficacy of these programs, but it is also important to evaluate programs from a participant perspective. Responses from 58 participants who completed their respective intervention and the program exit survey were analyzed. Quantitative items using a Likert-type scale were summarized using descriptive statistics and responses to open-ended questions were analyzed using a thematic approach. Most program components were rated as “very helpful” and open-ended responses suggested that the program was perceived to be effective, that participants would recommend it, and most got what they wanted out of the experience. Although the program was perceived as helpful, a preference for in-person, rather than video conferencing delivery, was evident in responses. Six themes (<em>Challenges</em>, <em>Change in Lifestyle following the Program</em>, <em>Program Feedback</em>, <em>Telehealth Experience</em>, <em>Social Support</em>, and <em>External Tools</em>) and 38 unique subthemes emerged and will help inform future iterations of similar programs for individuals with TBI and stroke to support healthy lifestyle change.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102716"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145221434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving the foundational literacy skills of marginalized learners through satellite-based EdTech: The MGCubed project in Ghana","authors":"Abdul Badi Sayibu,&nbsp;Jesus Miguel Falcon Perez,&nbsp;Muniratu Issifu","doi":"10.1016/j.evalprogplan.2025.102726","DOIUrl":"10.1016/j.evalprogplan.2025.102726","url":null,"abstract":"<div><div>This paper presents the literacy results of a project titled \"Making Ghanaian Girls Great!\" (MGCubed). The project was implemented by Plan International and funded by the Foreign, Commonwealth &amp; Development Office (FCDO) through the Girl Education Challenge for Transition Fund (GEC-T). It is important to note that all opinions expressed in this article are those of the authors and do not reflect the views of the FCDO. The project utilized satellite-based education technology (EdTech) to provide distance learning to marginalized early-grade learners, primarily girls aged 9–15 years. In the assessment, girls in the treatment schools achieved a significantly higher aggregate score in literacy compared to those in the control schools. Specifically, a Difference-In-Difference regression analysis showed that the treatment group scored 1.3 %age points higher than the control group, a statistically significant difference at 5 % level of significance. These findings demonstrate that satellite-based EdTech can be an effective strategy for improving learning outcomes among underserved populations.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102726"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145453665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of “Sport for the Strong” – A project for the integration of children and adolescents with special educational needs into club sports","authors":"Lisa Affengruber ,&nbsp;Ludwig Grillich ,&nbsp;Marie-Therese Schultes ,&nbsp;Isolde Sommer","doi":"10.1016/j.evalprogplan.2025.102700","DOIUrl":"10.1016/j.evalprogplan.2025.102700","url":null,"abstract":"<div><h3>Background</h3><div>Research shows that children and adolescents with disabilities have significantly lower levels of physical activity than their nondisabled peers. The project “Sport for the Strong” aimed to familiarize children and adolescents with special educational needs with a variety of sports activities by offering training sessions as part of the school curriculum to integrate them into sports clubs.</div></div><div><h3>Aims</h3><div>We conducted outcome and process evaluations. While the outcome evaluation focused on the project’s effects on the participants’ well-being, the process evaluation concentrated on barriers to and facilitators for the project’s implementation in the two settings: schools and sports clubs.</div></div><div><h3>Methods and procedures</h3><div>At the time of data collection, 314 pupils with special educational needs were involved in the project. The average age of the children and adolescents was 12 years (standard deviation: 3.1). Of the participants, 41 % were girls and 59 % were boys. For the outcome evaluation, we administered questionnaires to the participating parents (n = 79), teachers (n = 75), and trainers (n = 11). For the process evaluation, we conducted two focus groups with seven trainers (4 female), five parents (one couple and three mothers), and three teenagers (2 boys and one girl).</div></div><div><h3>Outcomes and results</h3><div>The outcome evaluation showed that almost all the parents, trainers, and teachers experienced a positive effect on the participants’ well-being. The most striking barriers to implementation at schools and sports clubs were: the small number of training sessions at school; difficulties in communication between trainers, clubs, and parents; and the low numbers of trainers being actively involved in sports clubs. The facilitators for implementation were: good communication between parents and trainers and good cooperation between teachers and trainers.</div></div><div><h3>Conclusions and implications</h3><div>This project showed that sports programs being inclusive of children and adolescents with special educational needs has a positive effect on these participants’ well-being. Good communication and cooperation between trainers, teachers, and sports clubs are significant elements for successful implementation.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102700"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-developing practice guides: A researcher-practitioner model for evidence-based practice","authors":"Sebastian Lemire ,&nbsp;Brian Freeman ,&nbsp;Allan Porowski","doi":"10.1016/j.evalprogplan.2025.102728","DOIUrl":"10.1016/j.evalprogplan.2025.102728","url":null,"abstract":"<div><div>Bridging the gap between evidence and practice continues to be a challenge. To support educators in applying research findings, the What Works Clearinghouse™ (WWC) has developed practice guides over the past two decades that translate evidence into actionable recommendations. Practice guides are perhaps best described as participatory evidence reviews where researchers collaborate with practitioners through every stage of the evidence review—from initial framing to final dissemination. This Method Note describes the development of a practice guide on teacher-delivered behavioral interventions in grades K-5, awarding particular attention to the important role of practitioners in developing the practice guide. A description of the structure and main features of a practice guide is also provided. In closing, the Method Note reflects on the limitations and future directions of participatory evidence reviews to better bridge the gap between evidence and practice.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102728"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing resilient educators: A narrative review on CBT-based workshops for pre-service teachers","authors":"Carmit Gal","doi":"10.1016/j.evalprogplan.2025.102721","DOIUrl":"10.1016/j.evalprogplan.2025.102721","url":null,"abstract":"<div><div>Teacher stress and early career attrition represent global challenges in education, yet significant gaps exist in understanding how Cognitive Behavioral Therapy (CBT)-based interventions can build resilience in pre-service teachers. While mindfulness and social-emotional learning programs have received attention, few studies have systematically examined CBT workshops for teacher preparation or explored their implications for advancing evaluation methodology in educational contexts. This narrative review addresses these gaps by synthesizing evidence on CBT-based workshops for pre-service teachers while examining contributions to evaluation scholarship. Across diverse cultural and institutional contexts, CBT interventions consistently reduced stress, improved emotional regulation, and enhanced self-efficacy, with immediate benefits and variable long-term outcomes. The mechanistic clarity of CBT's cognitive restructuring approach enables precise measurement of causal pathways, making these interventions particularly suitable for theory-driven evaluation frameworks. The review reveals three critical contributions to evaluation methodology: validation of theory-driven approaches in complex educational settings, demonstration that cultural adaptation enhances program effectiveness without compromising evaluation rigor, and illumination of temporal complexity in preventive interventions. These findings provide lessons for the international evaluation community about implementing and assessing preventive interventions across diverse contexts. This study contributes a novel perspective demonstrating how CBT-based interventions can inform both teacher education program design and advancement of evaluation theory and practice.</div></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"114 ","pages":"Article 102721"},"PeriodicalIF":2.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145394055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}