Paper short abstract:

The paper presents a case study of a project where, instead of considering the significant challenges that have slowed down the schedule and partially redefined the expected results as failures, the evaluation worked as an opportunity to clarify and support ongoing transformations

Paper long abstract:

The ongoing evaluation of development cooperation projects is generally oriented towards verifying the progress of projects against the initial logical framework and identifying strategies adopted to address emerging challenges. Little space is left for exploring emerging systemic perverse effects or development possibilities initially not foreseen by the project.

This paper presents the mid-term evaluation results of a project funded by the AICS in Tunisia. The project aims to ensure quality, equitable, and inclusive education and promote access to educational pathways for young people and adults with disabilities.

Contrary to what was initially planned during the design phase, some significant external challenges (misalignment in the level of engagement of the competent ministries, informality of the local labor market, resistance from the families of people with disabilities) and internal challenges (changes in administrative procedures, turnover of key project figures) have slowed down the schedule and partially redefined the expected results. In traditional evaluative logic, these transformations would be read as failures. Still, in this case, mid-term evaluation worked as a tool and an opportunity to clarify and support ongoing transformations.

The evaluative approach adopted aimed to provide useful information for the reflective accompaniment of the final stages of project implementation. It highlighted risks and threats while supporting the actors involved in implementing the intervention and encouraging the capitalization of innovations (organizational and systemic) that have occurred in the project's reference contexts.