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This paper addresses a problem which is at the forefront of educational debate in the Southern African economy. It attempts to set out the nature and processes of evaluators and the qualities necessary in evaluators if their task is to be accomplished with integrity. The article could be used to draw up basic guidelines that may be regarded as prerequisites for evaluating educational programmes in this country and promotes evaluation as a powerful means of refining educational programmes while they are in operation.
Notes
Senior Specialist, Policy Unit, Human Resource Division, Development Bank of Southern Africa.