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This paper describes the process of developing a participatory monitoring and evaluation strategy for a Kenyan youth-based NGO. The iterative nature of the study including the process of narrowing down indicators to measure and methods to monitor/evaluate these is well documented. A discussion on the extent to which the process achieved participation and was empowering for the participants reflects on existing power relationships and cultural context of Kenya and points to the need to create opportunities for youth where they engage with the broader community. Lessons that emerge out of the study focus on the importance of prioritizing monitoring and evaluation, the potential of youth to carry out effective monitoring and evaluation, and the need for researchers to engage respectfully with communities and participants.

This paper is part of the broader series of publications about ælessons for change that look at learning and change in development organisations. Overall the series poses arguments for the importance of reflection on relationships and power in the aid context, document practical experiences of facilitating innovative learning, and stress the need for cultural and procedural change to foster a climate of inquiry and responsiveness. This paper in particular describes the authors' experience of testing and implementing alternative approaches to monitoring and evaluation, and to evaluate institutional relationships. It summarises DFID-Brazil's experience of discussing and defining concepts and principles for working in partnerships. It also reflects on the learning and change that has been stimulated by these discussions in DFID-Brazil, and proposes some lessons for DFID and donor agencies in general about relationships.