본문 바로가기
  • Home

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.

Citation status

* References for papers published after 2022 are currently being built.