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Use of participatory action research (PAR) to develop participatory monitoring, evaluation, and learning practices.

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Bibliographic Details
Title: Use of participatory action research (PAR) to develop participatory monitoring, evaluation, and learning practices.
Authors: Salman, Mohamed Yassein1 (AUTHOR) Yassein@collectiveroutes.org, Ramsis, Mary2 (AUTHOR)
Source: Development in Practice. Nov2025, Vol. 35 Issue 8, p1334-1341. 8p.
Subject Terms: *POWER (Social sciences), *LOCAL knowledge, *GROUP decision making, *COMMUNITY-based participatory research, *TEACHING methods, *SELF-efficacy, *EDUCATIONAL evaluation
Geographic Terms: EGYPT
Abstract: This praxis note discusses the use of participatory action research (PAR) as a methodology for participatory monitoring, evaluation, and learning (MEL) through the case study of the "Arts for All" project, implemented from 2019 to 2022 in Egypt, a context largely reliant on foreign aid donors. This case study offers insights not only relevant to Egypt but also informative for international practitioners and policymakers aiming to cultivate more equitable, responsive, and reflective MEL practices. It provides compelling evidence for the critical role of local knowledge and collective decision-making in genuinely empowering development interventions, resonating strongly with contemporary discussions on decolonising MEL systems. The article outlines the rationale behind adopting PAR over the conventional monitoring and evaluation (M&E) approaches, highlighting its transformative potential in empowering project teams and communities. It details nine iterative steps applied in the PAR process, emphasising significant shifts in power dynamics, including decision-making, role definitions, knowledge creation, accountability, organisational responsiveness, positionality, personal mastery, and collective learning. Through these power shifts, the project team was empowered to assume greater ownership and responsibility for the project's outcomes and impacts. Additionally, the article reflects on the implications of PAR for the relationships between project participants, implementing organisations, local communities, and donor agencies, showcasing its effectiveness in creating more participatory, action-based, and power-sensitive MEL practices. Ultimately, the article contributes to an expanded understanding of how PAR methodology can facilitate genuine empowerment and shifting power within MEL processes in development projects, implementing organisations, and their relation to the donor agencies. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:This praxis note discusses the use of participatory action research (PAR) as a methodology for participatory monitoring, evaluation, and learning (MEL) through the case study of the "Arts for All" project, implemented from 2019 to 2022 in Egypt, a context largely reliant on foreign aid donors. This case study offers insights not only relevant to Egypt but also informative for international practitioners and policymakers aiming to cultivate more equitable, responsive, and reflective MEL practices. It provides compelling evidence for the critical role of local knowledge and collective decision-making in genuinely empowering development interventions, resonating strongly with contemporary discussions on decolonising MEL systems. The article outlines the rationale behind adopting PAR over the conventional monitoring and evaluation (M&E) approaches, highlighting its transformative potential in empowering project teams and communities. It details nine iterative steps applied in the PAR process, emphasising significant shifts in power dynamics, including decision-making, role definitions, knowledge creation, accountability, organisational responsiveness, positionality, personal mastery, and collective learning. Through these power shifts, the project team was empowered to assume greater ownership and responsibility for the project's outcomes and impacts. Additionally, the article reflects on the implications of PAR for the relationships between project participants, implementing organisations, local communities, and donor agencies, showcasing its effectiveness in creating more participatory, action-based, and power-sensitive MEL practices. Ultimately, the article contributes to an expanded understanding of how PAR methodology can facilitate genuine empowerment and shifting power within MEL processes in development projects, implementing organisations, and their relation to the donor agencies. [ABSTRACT FROM AUTHOR]
ISSN:09614524
DOI:10.1080/09614524.2025.2511965