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What is Evaluation and Assessment

Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools
Observing and measuring the outcomes of a program to determine if the intended goals were achieved and suggesting ways to improve.
Published in Chapter:
Maintaining a Safety Net and Peace for Former Child Soldiers in Africa: Evaluation of Peace Education Programs
Florence Nyemba (University of Cincinnati, USA) and Rufaro Chitiyo (Tennessee Technological University, USA)
DOI: 10.4018/978-1-5225-7476-7.ch004
Abstract
This chapter focuses on the challenges and opportunities associated with the implementation of peace education programs in Africa. Peace education programs are used widely to create peaceful environments for at-risk children. Their intended goals are to end violence through modeling human consciousness to resolve conflicts peacefully and to provide children with a stable socioeconomic future. Using a systematic review of literature, the authors examine how humanitarian agencies with support from the World Bank utilize peace education programs to create safety nets for former child soldiers in Africa. The challenges and opportunities of such programs are examined. The authors then propose for the adoption of a community-based participatory practice to facilitate the sustainability of peace education programs. The chapter will benefit at-risk children in war-torn African regions and all stakeholders involved in the creation of safe environments for children.
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Evaluating Online Programs
Both the assessment of study achievement and evaluation of the overall program take on added importance as new techniques evolve. For example, in asynchronous programs, the element of seat time is essentially removed from the equation. For these reasons, the institution conducts sustained, evidence-based, and participatory inquiry as to whether distance-learning programs are achieving objectives. The results of such inquiry are used to guide curriculum design and delivery, pedagogy, and educational processes, and may affect future policy and budgets, and perhaps have implications for the institution’s roles and mission (Western Association of Schools and Colleges, 2001, p. 12).
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