For several years now, the demand for increased impact orientation has also affected the field of development education and awareness raising. The implementation of this demand is not a trivial matter, because learning processes are in the foreground here, and these processes are dependent on many influences and thus elude classic causal-analytical evaluation designs. Thus for some time now, there has been discussion regarding what can be considered an “impact” in development education and awareness raising and how these impacts can be identified. Both questions are dealt with within the scope of the research project “Impacts and methods of impact monitoring in development education and awareness raising”, which is to be presented in this volume. This research project was financed by the German Federal Ministry for Economic Cooperation and Development. Against the backdrop of the empirical findings, this publication shows which effects can be targeted in the planning of development education projects and which contextual conditions can influence their effectiveness.
Organisational structure of the study