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Publisert 2. sep. 2022 13:00

Learning and accountability are customarily defined as ‘the dual purpose’ of development aid evaluation, yet this notion is contested. Based on an overview of the existing literature, Hilde Reinertsen, Kristian Bjørkdahl and Desmind McNeill identify four ideal type positions in this debate: (1) accountability and learning are complementary objectives, (2) there is a reconcilable tension, (3) there are problematic trade-offs and (4) the two are irreconcilable.