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In a complex, globalised and rapidly changing world, power dynamics are multidimensional, constantly evolving, and full of complexity. The ‘powercube’ (Gaventa, 2006) is an approach to power analysis which can be used to examine the multiple forms, levels and spaces of power, and their interactions. Building on earlier work on power, and elaborated and popularised in collaboration with other colleagues through the web site powercube.net and numerous other resources, the powercube has been...

In this landmark collection, the voices of pathMakers and innovators in peacebuilding evaluation are assembled to provide new direction for the field.

Purpose – This paper aims to look at how organisational partnerships balance knowledge exploration and exploitation in contexts that are rife with paradoxes. It draws on paradox theory to examine the partnership’s response to the explore-exploit relationship.

Based on consultations and stocktakings with LAC Missions, the LAC Bureau identified Mission Monitoring, Evaluation and Learning (MEL) Specialists as influential decision makers regarding data and evidence use. The LAC Bureau aims to improve the quality and use of evidence for decision making, and ultimately to improve development outcomes.

CARE's Failing Forward initiative is sparking opportunities to showcase the ideas that don't work so we can spend more time implementing the ones that do. It's changing the conversation inside the organization, and leading to changes in the way we design and implement programs.

Thoughts on the future of creative problem-solving from across the industry

VCoL (the virtuous cycle of learning), is designed to optimize learning while leveraging human´s natural motivational system. It’s easiest to tap into this motivational system when VCoLs are small, focused, relevant, and habitual. We call VCoLs with these characteristics micro-VCoLs. What is a micro-VCoL? Micro-VCoLs are frequently iterated learning cycles that are embedded in everyday activities. Like any VCoL, they involve setting a learning goal, gathering information, applying...

Heather Marquette grapples with aid's alphabet soup, and explains why DDD, TWP, PDIA etc are different and why that matters

How does Doing Development Differently (DDD) and Problem Driven Iterative Adaption (PDIA) connect to core principles of the MSD approach?

Adaptive Management involves a dynamic interaction between three elements: delivery, programming and governance. This case study focuses on a large DfID governance project, the Institutions for Inclusive Development (I4ID), a five-year initiative in Tanzania. The study forms part of a research project to examine whether and how adaptive approaches can strengthen aid projects promoting empowerment and accountability in fragile, conflict and violence-affected settings (FCVAS). The research...

Within DFID, there is now a commitment to more flexible and adaptive programming. This recognises that: • DFID works in contexts that continuously evolve and change, sometimes in unpredictable ways. To respond to this, the agency needs to remain flexible – to expect change and have a good understanding of context, with resources that can be adjusted and scope to change direction if needed. All DFID programmes should be able to do this. • Some DFID programmes aim to support change in...

The world is complex. If we want to contribute to creating positive social outcomes, we must learn to embrace this complexity. This is the New World that funders and commissioners are discovering: • People are complex: everyone’s life is different, everyone’s strengths and needs are different. • The issues we care about are complex: issues – like homelessness – are tangled and interdependent. • The systems that respond to these issues are complex: the range of people and organisations...

Fragile, conflict and violence-affected settings (FCVAS) are messy and ambiguous contexts in which to plan and implement development initiatives. To work there, external actors are increasingly adopting an adaptive approach to empowerment and accountability (E&A) programming, whatever the setting. This means using a compass rather than map, where real-time political economy analysis (PEA) in relation to context and programme monitoring and evidence-informed learning in relation to...

How does adaptive implementation work in practice? Drawing on extensive interviews and observations, this paper contrasts the ways in which an adaptive component of a major health care project was implemented in three program and three matched comparison states in Nigeria. The paper examines the bases on which claims and counterclaims about the effectiveness of these approaches were made by different actors, concluding that resolution requires any such claims to be grounded in a...

In June it will be seven years since the Center for Global Development published the Problem Driven Iterative Adaptation (PDIA) paper. Few academic papers have had such an impact on development thinking. The question is whether the paper – and subsequent debate and experimentation - have had a demonstrable and beneficial impact on development practice. Experience to date suggests thinking politically is easier than working politically. Practitioners in development agencies, governments and...

Abstract: This paper critically reviews evidence on ‘thinking and working politically’ in development. Scholars and practitioners have increasingly recognised that development is fundamentally political, and efforts are underway to develop more politically informed ways of thinking and working. The literature does not yet constitute a strong evidence base to link these efforts to more effective aid programming: much evidence is anecdotal, does not meet high standards of robustness, is not...

General description of the curriculum

The Maturity Matrix is not a standalone tool. It is one of the three major components of the KRT Model. The Maturity Matrix is meant to be used in conjunction with the KRT Toolkit and Implementation Plan.

This document is relevant for any position or hiring mechanism. While this document does not explicitly address what happens when someone arrives into a newly-created position, which has its own set of challenges, many of the principles, actions, and resources can be applied in that context. Section 1 offers guidance for how to set up and implement systems at Mission/OU or office to ensure that all staff help preserve institutional memory and enable continuity of relationships. This section...