Collaborating, learning, and adapting informed by evidence (CLAIRE)
Source: USAID | Year: 2025
This study seeks to understand how USAID and its partners conduct CLA and to generate lessons for how it can improve CLA going forward. In particular, it employs a qualitative research methodology to explore the role of evidence in the CLA process and to disprove or validate the following hypothesis: IF monitoring, evaluation, and learning (MEL) is planned and used to inform CLA, THEN adaptations are more likely to lead to program outcomes. It also addresses three subsidiary learning questions:
To what extent are monitoring data, internal and external evaluations (e.g., formative, process, a/b testing, nimble, impact evaluations), and third-party data planned to inform democracy, rights, and governance (DRG) CLA vis-à-vis other goals (e.g., performance monitoring, reporting)?
To what extent are monitoring data, internal and external evaluations (e.g., formative, process, a/b testing, nimble, impact evaluations), and third-party data used to inform DRG programmatic adaptations vis-à-vis other inputs (e.g., personal experiences)?
What are the challenges and lessons learned in planning for and using monitoring data, internal and external evaluations, and third-party data to inform adaptations?
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