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This article explores the potential role of participatory or open content creation for development. It does so by examining ideas around voice and listening, and their relevance to the field of information and communication technology for development (ICT4D). It first explores participatory development and the idea of open ICT4D before elaborating on issues of voice as process, and as value. Research findings from a project in Asia that experimented with participatory content creation are discussed in relation to notions of voice. The research was concerned with the ways in which processes of voice might lead to wider social action and change. Findings are explored, and discussed in relation to the importance and challenges of ensuring that voice is valued through listening, and the implications of this for ICT4D.

1. Communicating for Change -- 2. Outrage(ous) Citizenship -- 3. Institutional listening – an essential principle for democracy in digital times -- 4. Communicative Development -- 5. Advocating with Accountability for Social Justice -- 6. Intangible Outcomes (of Communication for Social Change) -- 7. The power of weak communication -- 8. Context-responsiveness -- 9. Meaningful Mobilities -- 10. Dramaturgy of Social Change -- 11. Communicating cosmopolitanism, conviviality and creolisation -- 12. Artistic Conviviality -- 13. Dissonance -- 14. Pain in communication for social change -- 15. Disappearance.

1. Introduction -- 2. Framework for evaluating communication for development -- 3. New thinking and trends -- 4. Challenges, issues and strategies -- 5. Evaluation capacity development -- 6. Key approaches, methodologies and methods -- 7. Conclusion and implementation.

A more complex and unstable development context and major shifts in development theory and practice over the past 20 years have created major challenges for evaluation. There remains a vast gap between the theory and practice of development evaluation that needs to be resolved. This indicates a vital need to bridge the divide between dominant results-based, upward accountability evaluation approaches and emergent learning, participatory and complexity-based approaches to more effectively achieve development goals. In this article we explore this divide and contrast these approaches, highlighting some of the key challenges that each face. Drawing on our recent research, we identify key challenges, tensions and contradictions in evaluating communication for development (C4D) that need to be better understood and addressed. We outline a new conceptual framework for evaluating C4D and other complex development initiatives as a strategy to address these challenges. We argue that achieving change requires reconceptualising accountability and learning, developing evaluation capacities that enable learning and multiple forms of accountability, and drawing on local knowledge, ideas and innovation to develop and implement more appropriate and effective evaluation approaches. These strategies can create an enabling environment in which these new ideas and approaches can flourish and complex development issues can be better addressed.

There is growing pressure on development organizations to improve their evaluation systems and capacities. This presents considerable challenges for time- and resource-poor organizations in developing countries. Evaluation capacity development (ECD) approaches are needed that are appropriate and effective for such organizations. We argue that this requires a long-term, holistic, participatory, learning-centred approach that aims to develop learning organizations and build the capacity of whole organizations and their stakeholders. It also needs to incorporate local knowledge and ideas and ongoing meta-evaluation of ECD activities. We describe this approach and how it was applied in a four-year action research project with a non-governmental organization in Nepal. Drawing on findings from this project and various follow up activities, we suggest some principles and strategies for designing and implementing an effective and sustainable approach to ECD that can help to address the many challenges and issues we have identified.

Machine generated contents note: 1.Ethnography in a Digital World -- 2.Researching Experiences -- 3.Researching Practices -- 4.Researching Things -- 5.Researching Relationships -- 6.Researching Social Worlds -- 7.Researching Localities -- 8.Researching Events

This paper was accepted for publication in the journal Asia Pacific Media Educator and the definitive published version is available at http://dx.doi.org/10.1177/1326365X16668968 ; This article draws upon the Pacific Media Assistance Scheme (PACMAS) State of Media and Communication Report to examine the implications of a changing media landscape for journalism practice in the Pacific region. The report contributes to an understanding of the diverse media and communications environments in the Pacific Islands (PI) region and captures aspects of the variations both in media, and in context, across and within the 14 Pacific Islands countries. This article highlights the need for synergies in the Pacific Islands to strengthen legislation, capacity-building initiatives and content production in a fast-changing digital environment.

The symposium focuses on the role played by active citizenship and communication practices in contributing to social inclusion of young adults in vulnerable life situations. Engaging vulnerable young people through adult education has been strongly related to addressing the specific needs and requirements that would facilitate their participation in the social, economic and civic/political life in their country contexts. The paper draws on the key findings and conclusions of the Horizon 2020 project 'Adult Education as a Means to Active Participatory Citizenship' (EduMAP, 2017; 2019) conducted in 2016-2019. The project, which involved the partnership and cooperation of eight academic institutions in six European countries and one non-EU partner, aimed to advance understanding and further develop both the current and future impact of adult education on learning for active participatory citizenship in Europe and beyond. The methodological approach was based on both desk and empirical research, carried out through dedicated work packages. The project also involved undertaking a review of the relevant literature, including research publications, policy papers and statistics, relevant to the inclusion and participation of young adults. The EduMAP study involved researching 40 adult education programmes across 19 EU countries and Turkey. Fieldwork was carried out through individual and focus group interviews with 814 participants, including educational practitioners, policy-makers and young adults.