Types of Research
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This report reviews approaches to results measurement used by multilateral and bilateral donor organizations and highlights trends and gaps in how donors measure and report on their performance. Our review consists of assessing donor organizations in terms of their institutional design and levels of evaluation for results measurement, their organizational processes for measuring types of results including coordination and alignment with recipients, outputs and implementation, outcomes and impacts, and costs and effectiveness, and their processes for reporting and using results information. We collect evidence on 12 bilateral organizations and 10 multilateral organizations. The evidence review includes multi-country reviews of aid effectiveness, peer reviews by other donor organizations, donor evaluation plans and frameworks, and donor results and reporting documents. The report is based on an accompanying spreadsheet that contains the coded information from the 22 donor organizations. We find that donors report several types of results, but that there are challenges to measuring certain results at the aggregate donor level, due to challenges with funding and coordination for results measurement at the project, country, portfolio, and donor levels. Approaches to results measurement vary across donor organizations. We identify some trends and differences among groups of donors, notably between bilateral and multilateral donors, but overall there are no clear delineations in how donors approach results measurement.
Aid results information is often not comparable, since monitoring and evaluation frameworks, information gathering processes, and definitions of “results” differ across donors and governments. This report reviews approaches to results monitoring and evaluation used by governments in developing countries, and highlights trends and gaps in national monitoring and evaluation (M&E) systems. We collect evidence on 42 separate government M&E systems in 23 developing countries, including 17 general national M&E systems and 25 sector-specific national M&E systems, with 14 focused on HIV/AIDS, 8 on health, and 3 on agriculture. The evidence review includes external case studies and evaluations of M&E systems, government M&E assessments, M&E plans, strategic plans with an M&E component, and multi-country reviews of M&E, accountability, and aid effectiveness. We evaluate harmonization of government and development partner M&E systems, coordination and institutionalization of government M&E, challenges in data collection and monitoring, and analysis and use of results information. We also report on key characteristics of M&E systems in different sectors.
This report reviews the current body of peer-reviewed scholarship exploring the impacts of morbidity on economic growth. This overview seeks to provide a concise introduction to the major theories and empirical evidence linking morbidity – and the myriad different measures of morbidity – to economic growth, which is defined primarily in terms of gross domestic product (GDP) and related metrics (wages, productivity, etc.). Through a systematic review of published manuscripts in the fields of health economics and economic development we further identify the most commonly-used pathways linking morbidity to economic growth. We also highlight the apparent gaps in the empirical literature (i.e., theorized pathways from morbidity to growth that remain relatively untested in the published empirical literature to date).
Our initial agriculture capacity building search revealed best practices including institutional partnership building, cross-border opportunities such as ‘twinning,’ and views that these practices are most effective when accompanied by appropriate policies and regulatory frameworks to incentivize return on education to home countries. In addition, the literature explained the historical and political context in which some countries successfully built higher educational capacity, suggesting a set of socio-political conditions necessary for a ‘surge’ in capacity building to occur. Our results raised questions about challenges shaping these best practices (e.g. “brain drain” leading to the need for cross-border opportunities) as well as possible approaches to address these underlying issues. To further examine identified challenges from our initial findings, we re-oriented our search to investigate retention strategies, regional or intra-national network capacity building approaches, and whether there is in fact a need for higher education capacity in all countries through comparative advantage or otherwise. This report presents a review of the literature on the best and worst practices for national agricultural capacity building when investing in a country's higher education system or when investing directly in national or relevant global research capacity. We find that several countries have successfully employed a variety of retention, return, and diaspora strategies to build capacity by capitalizing on the feedback loops of international mobility. In addition, several countries in Africa have employed strategies to address the rural-to-urban “brain drain” by prioritizing education of students with post-secondary rural agricultural work experience and strong ties to rural communities in order to return the benefit of this education to local communities. The report discusses these and other strategies as well as analysis related to the ‘whole system effect’ of higher education and subsequent ‘need’ for Higher Agricultural Education (HAE) capacity in all countries.
This literature review examines the returns to tertiary agricultural sciences education, particularly in Sub-Saharan Africa (SSA). We include information from organizations’ program documents and gray literature, including the World Bank, UNESCO, ILO, IFPRI, ASTI, various Ministries of Education, country-specific NARS, and ADBG. We find no calculated rate of return (RoR) to tertiary agricultural science, including in SSA. We do find estimates for the return on tertiary education in general, ranging from 12-30% in SSA, along with qualitative support for the value of agricultural science education. The private value of this education can be somewhat inferred from the unmet demand of African students for agricultural science training in North America, Europe, and Australia, and the private and social value from the demand for educated researchers in NARS and SSAQ labor markets. Educated agricultural scientists are hypothesized to affect agricultural productivity via research and development and their influence on policy. Despite the dearth of quantitative ROR evidence, we do find several articles describing the need for increased higher agricultural education and proposing recommendations toward this aim. In this report, we summarize these qualitative results as evidence of the value of tertiary education.
This brief provides an overview of the national and zonal characteristics of agricultural production in Tanzania using the 2008/2009 wave of the Tanzania National Panel Survey (TZNPS), part of the Living Standards Measurement Study – Integrated Surveys on Agriculture (LSMS-ISA). More detailed information and analysis is available in the separate EPAR Tanzania LSMS-ISA Reference Report, Sections A-G.