Original Research

Young and emerging African evaluators’ need for gender responsive evaluation training

Madri S. Jansen van Rensburg, Alexis S. Loye
African Evaluation Journal | Vol 9, No 1 | a556 | DOI: https://doi.org/10.4102/aej.v9i1.556 | © 2021 Madri S. Jansen van Rensberg, Alexis S. Loye | This work is licensed under CC Attribution 4.0
Submitted: 27 May 2021 | Published: 10 December 2021

About the author(s)

Madri S. Jansen van Rensburg, Resilience Analysis Consulting, Johannesburg, South Africa
Alexis S. Loye, Department of Research, Measurement and Evaluation, Ministry of Education and Early Childhood Development, Fredericton, Canada


Background: The Global Evaluation Agenda 2020 calls for evaluation of Sustainable Development Goals (SDGs) within an equity-focused and gender-responsive lens. Most of the methodologies and materials come from the Global North. However, gender issues and evaluation capacity in the Global North do not necessarily match with those in the Global South. The Global South has rich experiences related to equity and gender. An important group to target to build capacity is young and emerging evaluators (YEEs).

Objectives: This study investigated the gender responsive evaluation training experiences and needs of YEEs in Africa.

Method: A total of 72 respondents completed an online survey that was administered over a 7-day period. The quantitative survey was self-administered in French and English, and was distributed through existing Voluntary Organisation for Professional Evaluation (VOPEs) and youth evaluators forums.

Results: Respondents were from 23 African countries. Most of the respondents were YEEs, although many of the respondents did not self-identify as an YEE. One-third of respondents have participated in training programmes on gender responsive evaluation or a gender focus on evaluation. Virtual trainings have not been used. Topics included evaluating gender focussed interventions and gender responsive aspects of evaluation studies in general (including applying gender perspective to all types of policies, and participatory approaches to ensure gender equity).

Conclusion: This study has practical value for training and mentoring of YEEs in gender focused evaluations in Africa. It will contribute to efforts of the South-to-South project and global efforts that ensure that ‘no one is left behind’ from a gender lens.


gender responsive evaluations; young and emerging evaluator; VOPE; Africa; global South; YEE; EFGR evaluations


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