Who counts as an Emerging Evaluator?
Emerging Evaluator? What does that even mean? The concept of the Emerging Evaluator (EE) is not as straightforward as it may appear. Unlike established professions such as medicine, accounting, or teaching, where professional identities are widely understood and require little explanation, the notion of an EE often prompts questions and uncertainty outside the evaluation community.
Who counts as an emerging evaluator?
Emerging Evaluator? What does that even mean? The concept of the Emerging Evaluator (EE) is not as straightforward as it may appear. Unlike established professions such as medicine, accounting, or teaching, where professional identities are widely understood and require little explanation, the notion of an EE often prompts questions and uncertainty outside the evaluation community. This ambiguity is compounded by the absence of a universally accepted definition of the term, leading to varied interpretations across professional bodies and initiatives.
For instance, the South African Monitoring and Evaluation Association (SAMEA) defines an EE as an individual with fewer than five years of professional experience in monitoring and evaluation (SAMEA, 2024). In contrast, the Global Evaluation Initiative (GEI) adopts a broader and more multifaceted definition, encompassing evaluators under the age of 35, individuals with less than five years of professional experience, as well as those who may not yet be practicing, but who have expressed an interest in becoming professional evaluators within the preceding five years. While both definitions overlap in recognizing limited professional experience as a defining characteristic, they diverge in scope. SAMEA places exclusive emphasis on the length of professional experience in M&E, whereas GEI extends the criteria to include both age and aspirational dimensions of professional identity. These variations highlight the ambiguity surrounding the definition of EE and raise critical questions about who qualifies for this designation and how it should be operationalized within the broader evaluation field.
Emerging into Uncertainty: Work and Technology
Compounding this ambiguity is the challenge faced by EEs in transitioning from being labelled as ‘emerging’ to being recognized as experienced professionals. The persistence of this designation can create barriers to professional growth, as individuals may continue to be identified primarily as emerging, even after acquiring substantive expertise. Such labelling risks perceptions of inexperience, which in turn may contribute to underpayment.
Beyond the ambiguities of definitions, EEs face a host of structural and contextual challenges that shape their professional trajectories. The current global crises exacerbate these difficulties, particularly in the Global South, where persistent youth unemployment severely limits opportunities for professional advancement. In South Africa, for example, youth unemployment remains alarmingly high at 46% (Stats SA, 2025), underscoring the constrained prospects available to EEs within such economic environments.
In addition to economic precarity, EEs must also navigate the rapidly evolving landscape of innovation and technology. The rise of artificial intelligence (AI) has generated widespread concern within the evaluation community, particularly with respect to potential job displacement. According to Banda (2025), while AI raises legitimate questions about the future of work, it is equally important to recognize and harness its potential strengths. Therefore, the challenge for EEs lies not in resisting technological advancement, but in strategically leveraging AI while safeguarding the irreplaceable human effort in evaluation practice.
(Stewart Townsend AI Future, 2024)
According to Twende Mbele (2019), the demand for evaluators is steadily increasing, particularly across African countries. However, the supply of good evaluators remains limited. A key challenge lies in the lack of clarity around what constitutes a ‘good evaluator.’ The absence of standardized minimum requirements and qualifications has resulted in a lack of consensus regarding the competency levels expected of practitioners (Twende Mbele, 2019). This uncertainty presents a significant barrier for emerging EEs, as it obscures the benchmarks to strive for in order to professionally thrive.
The Future: From Emerging to Thriving
Despite these challenges, prospects for EEs are not entirely bleak. From my own experience, I can attest to the transformative role played by Voluntary Organizations for Professional Evaluation (VOPEs), such as SAMEA. Affiliating with at least one VOPE within one’s region is crucial, as these platforms provide opportunities for networking, collaboration, mentorship, and continuous learning from established professionals.
Equally important is the cultivation of a broad set of competencies that extend beyond technical skills. In an increasingly competitive and dynamic world, EEs must remain agile, relevant, and fit for purpose. One lesson that particularly shaped my professional journey was imparted by a former manager who uttered the following: “Find your niche.” Evaluation is by nature transdisciplinary, and as EEs, we can often feel overwhelmed by the vast array of fields and disciplines it encompasses. Whether it is gender equality, social justice, transformation, or climate change, identifying a personal area of passion and specialization can serve as a compass, guiding EEs toward clearer direction, stronger professional positioning, and more meaningful contributions.
List of References
- Banda, J. (2025). Will AI Steal My Job? Concerns of an Emerging Evaluator. [online] SAMEA. Available at: https://www.samea.org.za/blogs/will-ai-steal-my-job-concerns-of-an-emerging-evaluator/ [Accessed 25 August. 2025].
- Globalevaluationinitiative.org. (2022). Dialogue with YEE about Evaluation Training and Education | Global Evaluation Initiative. [online] Available at: https://www.globalevaluationinitiative.org/event/dialogue-yee-about-evaluation-training-and-education [Accessed 29 August. 2025].
- SAMEA (2024). Emerging Evaluators - SAMEA. [online] SAMEA. Available at: https://www.samea.org.za/young-emerging-evaluators/ [Accessed 2 September 2025].
- Statssa.gov.za. (2025). Available at: https://www.statssa.gov.za/?s=YOUTH%20UNEMPLOYMENT&sitem=statistics%20by%20theme [Accessed 2 September 2025].
- Twende Mbele (2019). Diagnostic on the supply and demand of evaluators. [online] Available at: https://www.twendembele.org/wp-content/uploads/2019/04/TWENDE-DS.pdf [Accessed 19 August 2025].