Policy learning and policy evaluation

Abstract

The theory and practice of evaluation have often been inspired by the motivation to learn. We explain the conceptual and causal connections between evaluation and learning, addressing three questions: what is the content of learning that is expected from evaluations? How is learning created? And what is learning useful for in the context of evaluation? To answer these questions, we consider four learning mechanisms, labelled epistemic, reflexive, bargaining, and hierarchy. Each comes with its conditions for success and possible failures, depending on constellations of actors, characteristics of the environment, and the governance architecture for evaluation. We conclude that institutional design is fundamental, but must be accompanied by commitment to evaluation culture. To produce governmental and international guidance, impose standards, certify evaluations and so on without paying attention to the attitude of evaluators and their clients, and the practice of evaluation creates only more abstract categories and paperwork.