국제개발협력 프로그램의 참여적 성과모형 구축연구: 유네스코 브릿지 프로그램의 변화이론 적용의 사례를 중심으로 (Accountability or Learning?: A Case Study on Transnational and Translocal Program Framework Development for Change)

홍문숙 (HONG MOON SUK); 이태주 (Lee, Tae Joo); 남종민 (Jongmin Nam); 박준영 (Junyoung Park); 정다정 (JUNG DA JUNG)

doi:10.22739/ipaid.2019.28.1.79

Accountability or Learning?: A Case Study on Transnational and Translocal Program Framework Development for Change

Journal of Regional Studies and Development
Abbr : JRSD
2019, 28(1), pp.79-108
DOI : 10.22739/ipaid.2019.28.1.79
Publisher : Institute for Poverty Alleviation and International Development: IPAID
Research Area : Social Science > Area Studies > Regional Studies in general > Comparative / Statistical Regional Studies
Received : October 12, 2018
Accepted : April 17, 2019
Published : April 30, 2019

HONG MOON SUK ¹, Lee, Tae Joo ², Jongmin Nam ³, Junyoung Park ⁴, JUNG DA JUNG ¹

¹서울대학교
²한성대학교
³글로벌발전연구원
⁴국제개발협력민간협의회

Accredited

ABSTRACT

The increase in connectivity on global, national and local arenas provides renewed opportunities and challenges for various community development and educational development initiatives around the world. The Bridge Africa Program of Korea National Commission for UNESCO(KNCU) is one of the more notable examples of Korea’s transnational, translocal, interdisciplinary program. In this research, the Program’s Framework was developed by utilizing the Theory of Change(ToC) as a strategic planning and evaluation method. The results of the research highlight critical lessons for ‘dimensions’ of international educational development. The main findings are; first, by using this framework, the core areas of the education programs are more clearly re-categorized; second, the wide and ambitious scope of the program was re-organized; third, hosting a series of participatory Theory of Change Workshops provided opportunities for various stakeholder to learn new development methods and to gain a better understandings of vastly different perceptions on goals and outcomes. In this context, it is fair to say the application of ToC in the process of program strategy includes ‘reconcile dilemma between ’accountability’ and ‘learning’. The adaption of the ToC successfully served its role as an analysis tool to understand the motivations of the stakeholders on a more multi-layered, multi-disciplinary and cross-country knowledge on strategic community and education program’splanning, monitoring and evaluation processes were deepened. However, the strong result-oriented approaches, emphasized throughout the planning process may lead to a problematic ‘trade-off’ relations between accountability and learning in the actual field implementation in the future.

KEYWORDS

International development, Education, Africa, Theory of Change (ToC), Evaluation, UNESCO

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* References for papers published after 2023 are currently being built.

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Journal of Regional Studies and Development 2023 KCI Impact Factor : 0.4

Accountability or Learning?: A Case Study on Transnational and Translocal Program Framework Development for Change

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* References for papers published after 2023 are currently being built.

Journal of Regional Studies and Development 2023 KCI Impact Factor : 0.4

Accountability or Learning?: A Case Study on Transnational and Translocal Program Framework Development for Change

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