Voices and Visions: Empowering Young African Evaluators in Challenging Dominant Status Quo Evaluation Approaches by Applying Indigenous Evaluation Practices

Abstract Information: Young African evaluators make decisions about how to approach evaluation, which reflect power dynamics when working with governments and nongovernmental organizations. This panel session brings together three distinct voices of young African evaluators who collectively explore the complexities of evaluation practice in Africa, focusing on empowering young and emerging evaluators (YEEs). The session does this in three ways: 1. By shedding light on the challenges faced by YEEs as they tackle issues of power while applying an MAE framework; 2. Proposing Asante and Archibald’s (2023) indigenous Ghanaian evaluation framework as an additive framework for the toolbox of YEES in reclaiming indigenous knowledge in evaluation; 3.Casting a vision for YEEs of the possibilities when indigenous evaluation frameworks are used by applying Asante and Archibald’s (2023) Nnoboa and Adinkra to evaluating Ghana’s educational policy and curriculum. The first panelist investigates the experiences of YEEs in navigating power dynamics and implementing Made in Africa Evaluation (MAE) principles within evaluation projects at the community level. Despite their vital roles in evaluation implementation, YEEs often encounter barriers dictated by various power dynamics. This study aims to uplift the voices of YEEs and highlight their innovative contributions to evaluation in Africa, aligning with the conference theme of amplifying and empowering voices in evaluation. In light of the innovation that YEEs demonstrate in evaluation with political ramifications, the second panelist proposes an indigenized approach to evaluation practice, drawing on the cooperative framework of Nnoboa and the symbolic communication of Adinkra symbols. These frameworks, grounded in African epistemology and ontology, offer alternative perspectives for young African evaluators to navigate the complexities of evaluation practice. By embracing communal support, cultural relevance, and symbolic communication, YEEs can drive meaningful change and promote contextually sensitive evaluation methodologies across diverse ethnocultural contexts in Africa. The third panelist adds to the topic by putting the theories of MAE, Nnoboa, and Sankofa into practice in decolonizing education evaluation in Ghana, emphasizing the importance of centering indigenous voices and knowledge systems in evaluation frameworks. Traditional Western evaluation metrics often overlook indigenous epistemologies and cultural relevance, perpetuating the legacy of colonialism. By advocating for the application of indigenous frameworks such as Nnoboa and Sankofa in evaluating Ghana’s education policy, this session seeks to rectify this imbalance and foster inclusive, equitable educational practices that honor Ghanaian communities’ values and experiences. Collectively, these abstracts contribute to a deeper understanding of the challenges and opportunities in evaluation practice in Africa, highlighting the importance of empowering young evaluators and centering indigenous voices and knowledge systems. Through collaborative exchange and innovation, this panel session aims to inspire transformative approaches to evaluation that prioritize equity, inclusivity, and cultural relevance, ultimately advancing the field of evaluation in Africa and beyond. This panel session will be a dynamic discussion that promises to inform, inspire, and empower evaluation professionals committed to decolonizing evaluation practice and amplifying diverse voices, specifically African graduate students, in evaluation.