A Human Rights-Based Evaluation Approach for Inclusive Education
Bibliographic Data
| ID | 12470757 |
|---|---|
| Authors | C Johnstone (0000-0001-5885-5325, University of Minnesota, corresponding author), Anne Hayes (Inclusive Development Partners, Kansas City, MO, USA), Elisheva Cohen (0000-0002-4512-9313, Indiana University), Hayley Niad (University of Minnesota), George Laryea-Adjei (UNICEF), Kathleen Letshabo (UNICEF), Adrian Shikwe (UNICEF), Augustine Obeleagu Agu, Augustine Agu (Independent Consultant, New York, NY, USA) |
| Year | 2023 |
| Volume | 45 |
| Issue | 3 |
| Pages | 435-450 |
| Publication date | 2023-05-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Journal of Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 1098-2140 • E-ISSN: 1557-0878 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/10982140231153810 |
| OpenAlex | W4378618928 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
This article reports on ways in which United Nations human rights treaties can be used as a normative framework for evaluating program outcomes. In this article, we conceptualize a human rights-based approach to program evaluation and locate this approach within the broader evaluation literature. The article describes how a rights-based framework can be used as an aspirational set of indicators for program evaluations to promote activities that align with internationally agreed-upon human rights norms. We then describe a case study of the evaluation through which this method was developed, including its sampling design, methodology, and findings. The United Nations International Children’s Fund (UNICEF) inclusive education evaluation described highlighted the need for conceptual clarity around what inclusive education is, and the importance of contextualized innovation toward meeting the educational rights of children with disabilities. Human rights perspectives and evaluation designs can help create such clarity, but should also be used with care
CLARITY · Conceptual framework · Human rights · Normative · Political science · Program evaluation · Public relations · Set (abstract data type · Social science · Sociology · Computer Science · Evaluation and Performance Assessment · Human Rights and Development · Law · Ombudsman and Human Rights · Public Administration
The Irregular School
Practical Program Evaluation
The Case for Participatory Evaluation
Lessons on Decolonizing Evaluation from Kaupapa Māori Evaluation
A Systematic Review of Theory-Driven Evaluation Practice From 1990 to 2009
Inclusive education complexly defined for teacher preparation
Across the Colonial Divide
Can Social Justice Live in a House of Structural Racism? A Question for the Field of Evaluation
Theory-Based Evaluation Meets Ambiguity
Creating a Global Movement in Evaluation
The Centrality of Use
A Comparison of Model-Based and Design-Based Impact Evaluations of Interventions in Developing Countries
International development, disability, and education
From the right to development to the rights-based approach
On the right(s) track? United Nations (Specialized) Agencies and the Use of Human Rights Language
Education, childhood and disability in countries of the South - Re-positioning the debates
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |