Southern African Journal of Environmental Education, Vol. 25, 2008 © 2008 Environmental Education Association of Southern Africa

This research analysed monitoring and evaluation activities based on the Outcome Mapping methodology within the Zimbabwe Secondary Teacher Training Environmental Education Project (St2eep), an education for sustainability initiative in Zimbabwe. The majority of donor-funded environmental education programmes use conventional monitoring and evaluation approaches based on the logical frameworks (logframe) that guide the programme designs and management. Although research indicates significant problems with the implementation of these approaches, there are only a few documented examples of experiences with alternative monitoring and evaluation frameworks. The case of St2eep allowed us to compare three years of experiences with monitoring and evaluation based on the logframe, with two years of monitoring and evaluation based on Outcome Mapping. We evaluate how the project team and the donor organisation, VVOB (the Flemish Office for Development, Cooperation and Technical Assistance), have perceived the performance of Outcome Mapping with regards to the two main aims of monitoring and evaluation activities: accountability and learning. This is complemented with an analysis of monitoring documentation. The project team refers to the collaborative nature of monitoring and evaluation in St2eep, the principles of self-assessment and peer-assessment, combined with public recognition for project successes, as the key factors supporting learning and accountability through monitoring and evaluation in St2eep. The Outcome Mapping-based monitoring and evaluation system is shown to enhance ownership and participation of local stakeholders in the project’s monitoring and evaluation system