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The paper closes by discussing catalytic validity as a criterion for judging research practices and enabling further literacy initiatives for personal and community development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/assessing-the-kha-ri-gude-mass-literacy-campaign-a-developmental-evaluation/592467/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/assessing-the-kha-ri-gude-mass-literacy-campaign-a-developmental-evaluation/592467.png","ImageObject",300,407,{"name":42,"@type":43},"McGucket","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What evaluation approach does the article use for the Kha Ri Gude Mass Literacy Campaign?","Question",{"text":63,"@type":64},"The article grounds its assessment in Developmental Evaluation (DE) and extends its research component, using participatory, dialogue-driven engagement with stakeholders involved in the evaluation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Who participated in the focus group sessions, and when were they conducted?",{"text":68,"@type":64},"Focus group sessions were conducted in 2013 and again in 2014 with volunteer educators and past learners in the campaign.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the ethical and social justice focus of the evaluation?",{"text":72,"@type":64},"The evaluative purpose is described as incorporating a social justice agenda, aimed at strengthening literacy initiatives as a human right and giving attention to marginalized participants’ voices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},592467,1792192776,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Australian Journal of Adult Learning Volume 55, Number 2, July 2015  \nAssessing the Kha Ri Gude Mass Literacy Campaign: A developmental evaluation  \nNorma R. A. Romm Mpho M. Dichaba University of South Africa  \nIn this article we explicate our way of assessing the South African Kha Ri Gude Mass Literacy Campaign, and in particular its impact in the Eastern Cape. We provide an account primarily of focus group sessions conducted in 2013 and again in 2014 with volunteer educators and past learners in the campaign. We concentrate on the way in which relationships with these participants and with coordinators in the province were established towards the creation offindings. We outline how our evaluative purpose could be seen as incorporating a social justice agenda (as in developmental evaluation) in that it was aimed at strengthening literacy initiatives as a human right. We conclude with some considerations around catalytic validity as a criterion for judging research practices. We reflect upon how this notion of validity can justify our research as being directed towards potentially activating further options for literacy initiatives to contribute to personal and community development.  \nKeywords: developmental evaluation, literacy initiatives, catalytic validity  \nAssessing the Kha Ri Guide Mass Literacy Campaign: A developmental evaluation 223  \nIntroduction  \nThis article discusses our assessment of the South African Kha Ri Gude Mass Literacy Campaign in the Eastern Cape and our way of promoting the use of ‘findings’.1 Our assessment is theoretically grounded in what Patton (1994) has named Developmental Evaluation (DE) . To date DE has been used largely as a consulting tool, with few accounts of how it can be classed as, and fulfil the functions of,‘research’(Rey, Tremblay,& Brouselle, 2014) . In this article we extend the research component of DE.  \nOur article is structured as follows. To begin with, we indicate that DE can be interpreted as containing an injunction to work collaboratively with participants towards improving broadly-defined social justice outcomes. This implies supporting (more-or-less) marginalised participants in the social fabric. We proceed to show how we tried to practice such an approach when assessing the impact of the Kha Ri Gude Campaign. We point to our way of interacting with the various participants. We discuss our manner of research reporting so that the report could become utilised for purposes of advancing literacy initiatives. We conclude with some considerations around the notion of catalytic validity as a way to substantiate the research.  \nDevelopmental evaluation: A participatory process  \nWhen outlining his view of Development Evaluation, Patton argues that the collaboration between the evaluator and the stakeholders who are ‘most deeply involved with the evaluation, should be based on participatory and dialogue-driven process’(Patton, 2011:13) .2 The ultimate social aim is to support ‘social innovators and social entrepreneurs, especially those working on issues of human rights and equity,[who] are typically trying to bring about fundamental changes in systems to change the world’(Patton, 2012:105-106) .  \nAs Reynolds also summarises, the focus in developmental evaluation is on how to change systems by developing the capacities of agents (Reynolds, 2014:79) . Reynolds furthermore reminds us that questions of power relations and the way of justifying knowledge claims (epistemological questions) as well as questions regarding political and ethical issues always become invoked when doing evaluations  \n224 Norma R.A. Romm and Mpho M. Dichaba  \n(Reynolds, 2014:75) . (See also Bawden, 2007; Gregory, Romm, & Walsh, 1994; Gregory & Romm, 2004; Midgley, 2007; Wadsworth, 2010.)  \nMertens has expressed a similar idea when noting that a social justice theory of ethics—which she believes should underpin both research and evaluation—’leads to an awareness of the need to redress inequalities by givi","cbCaifcV7sn6si9R","https://ap.wps.com/l/cbCaifcV7sn6si9R","pdf",599491,22,"English","# Introduction\n# Developmental evaluation: A participatory process\n# Background to the Kha Ri Gude Campaign","[{\"question\":\"What evaluation approach does the article use for the Kha Ri Gude Mass Literacy Campaign?\",\"answer\":\"The article grounds its assessment in Developmental Evaluation (DE) and extends its research component, using participatory, dialogue-driven engagement with stakeholders involved in the evaluation.\"},{\"question\":\"Who participated in the focus group sessions, and when were they conducted?\",\"answer\":\"Focus group sessions were conducted in 2013 and again in 2014 with volunteer educators and past learners in the campaign.\"},{\"question\":\"What is the ethical and social justice focus of the evaluation?\",\"answer\":\"The evaluative purpose is described as incorporating a social justice agenda, aimed at strengthening literacy initiatives as a human right and giving attention to marginalized participants’ voices.\"}]","Assessing the Kha Ri Gude Mass Literacy Campaign - A developmental evaluation | PDF",1792074645,55]