Teaching Africa-Rooted Evaluation: Using a “Model Client” Innovation to Help Shift the Locus of Knowledge Production

Recent years have seen the emergence in both academic generally and evaluation specifically a strong “Made in Africa” discourse, urging us to critically reflect on how we might integrate African methods, culture and knowledge systems into both teaching and practice. This teaching practice note reflects on one small, but potentially significant step towards this through a curriculum redesign of a core introductory module on University of Cape Town’s Masters in Program Evaluation.