LOCAL DEVELOPMENT NEEDS ASSESSMENT

                               

LOCAL DEVELOPMENT NEEDS ASSESSMENT

From Community Voices to Evidence-Based Development Planning

Originally published: March 15, 2026
Data and evidence update: September 2026

ATEP MED – Arab Digital Center for Media & Development
Prepared and published by: Mohamed Chaieb Barhoumi

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From Community Voices to Evidence

Local development cannot be planned effectively without first understanding what communities actually need.

A development project may have a clear budget, a technical design and an implementation schedule, yet still fail to produce meaningful results if it does not respond to the real conditions of the people it is intended to serve.

This is why a serious local development process should begin with a systematic needs assessment.

Needs assessment is not simply asking people what they want. It is a structured process of listening, collecting evidence, comparing information, identifying gaps, understanding causes and determining which problems require priority action.

The central principle is simple:

Numbers tell us how much. Qualitative research helps explain why.

A strong assessment therefore combines quantitative evidence with qualitative research, official statistics, field observation and direct community knowledge.

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1. Why Evidence Matters in Local Development

The importance of evidence becomes particularly clear when national averages conceal major differences between regions and communities.

Tunisia provides a strong example.

According to the World Bank, Tunisia's official national poverty rate was 16.6% in 2021. But poverty was considerably higher in rural areas, where it reached 24.8%, compared with 12.7% in urban areas.

The geographical differences were even more significant.

The World Bank reports that poverty reached approximately 37% in the Center-West and 22.5% in the Northwest, compared with 4.7% in Greater Tunis, 15.2% in the Northeast and 13.2% in the Center-East.

These figures demonstrate why national averages alone are insufficient for local development planning.

A national poverty rate can identify the scale of a problem.

But it cannot tell us precisely:

• where poverty is concentrated;
• which households are most vulnerable;
• why some regions perform worse than others;
• which services are missing;
• how women and young people are affected;
• what local economic opportunities exist;
• or which interventions are most likely to work.

The purpose of local research is therefore to move from a national indicator to a place-based understanding of development.

 

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2. Start with Demographic Evidence

The first stage of a local needs assessment is to understand the population.

A development plan should examine:

• total population;
• number of households;
• population density;
• age structure;
• gender distribution;
• children and young people;
• older persons;
• migration patterns;
• rural and urban distribution;
• household size;
• vulnerable population groups.

The World Bank reports a Tunisian population of approximately 12.3 million people in 2024.

This national figure provides context, but local planning requires more detailed information.

A community with a rapidly growing youth population may require greater investment in education, vocational training, employment services and entrepreneurship.

A locality with a large elderly population may instead require stronger health, social protection and care services.

Demographic evidence therefore provides the basic foundation for development planning.

 

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3. Measure Poverty and Vulnerability

Poverty should not be treated simply as a lack of income.

Local vulnerability may involve:

• unemployment;
• low and unstable household income;
• inadequate housing;
• limited access to health services;
• weak educational opportunities;
• lack of transportation;
• limited access to financial services;
• food insecurity;
• inadequate water infrastructure;
• environmental risks;
• social exclusion.

Tunisia's rural–urban poverty gap demonstrates the importance of examining these dimensions locally.

In 2021, about 24.8% of the rural population was living in poverty, compared with 12.7% in urban areas.

The Center-West recorded a poverty rate of approximately 37%, while the Northwest recorded 22.5%.

These differences are not merely statistical.

They raise practical development questions.

Are rural households farther from markets?

Do they have fewer employment opportunities?

Is transport inadequate?

Are agricultural incomes unstable?

Do women face additional economic barriers?

Do young people have access to appropriate training?

Are public services sufficiently accessible?

The statistic identifies the problem.

Local research must investigate the causes.

 

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4. Employment Is a Core Development Indicator

Employment should be placed at the center of local development assessments.

Tunisia's official employment statistics demonstrate why.

In the second quarter of 2026, the National Institute of Statistics reported an unemployment rate of 14.9%, with approximately 4.19 million people in the active population.

Women represented only 31.1% of the active population, compared with 68.9% for men.

The employment situation also changed substantially across quarters, demonstrating why development assessments need regularly updated indicators rather than relying on a single historical figure.

In the fourth quarter of 2025, unemployment stood at 15.2%, with approximately 645,200 unemployed people.

The unemployment rate was 20.8% among women compared with 12.6% among men.

Among young people aged 15–24, unemployment reached 38.4% in the fourth quarter of 2025.

Among university graduates, unemployment was 22.5%, rising to 30.5% among female graduates.

These figures demonstrate that unemployment is not experienced equally.

The national rate alone therefore does not provide a sufficient picture of the labour market.

Local development research should examine:

• unemployment by region;
• youth unemployment;
• women's employment;
• graduate unemployment;
• informal employment;
• seasonal employment;
• agricultural employment;
• self-employment;
• skills shortages;
• local enterprises;
• entrepreneurship;
• vocational training;
• access to markets.

 

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5. Map Local Economic Resources

Every community has an economic structure.

A needs assessment should identify:

• agricultural production;
• livestock;
• fisheries where applicable;
• handicrafts;
• small businesses;
• local services;
• tourism potential;
• natural resources;
• cultural assets;
• local markets;
• cooperatives;
• community organizations;
• digital opportunities.

Resource mapping should not simply produce a list.

It should examine the relationship between resources and livelihoods.

A locality may have agricultural production but weak processing capacity.

Another may have tourism potential but inadequate infrastructure.

A third may have many young people with technical skills but very few local enterprises.

The development question is therefore not simply:

What resources exist?

It is:

How can existing resources generate sustainable and inclusive livelihoods?

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6. Women and Young People Must Be Visible in the Data

A local development assessment should never treat a community as one homogeneous group.

Women and young people may experience the same locality differently.

The Tunisian labour-market data illustrates this clearly.

In the fourth quarter of 2025, women represented 29% of employed people, while men represented 71%.

Female unemployment stood at 20.8%, compared with 12.6% among men.

Among young people aged 15–24, unemployment reached 38.4%.

Among female university graduates, unemployment reached 30.5%.

These figures show why aggregated data can hide important inequalities.

Data should therefore be disaggregated wherever possible by:

• sex;
• age;
• geographic location;
• income level;
• education;
• employment status;
• disability;
• household characteristics.

Disaggregated data transforms a general development problem into a more precise policy question.

 

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7. Combine Quantitative and Qualitative Research

Statistics are essential, but statistics alone are not enough.

A strong local needs assessment combines several research methods.

Quantitative methods

These may include:

• household surveys;
• official statistics;
• administrative databases;
• labour-market indicators;
• poverty indicators;
• demographic data;
• service-access indicators;
• economic data;
• project monitoring data.

Qualitative methods

These may include:

• interviews;
• focus groups;
• community consultations;
• field observation;
• stakeholder interviews;
• case studies;
• discussions with local associations;
• discussions with women and youth;
• interviews with local entrepreneurs.

Quantitative research can show that a problem exists.

Qualitative research can help explain how people experience it.

Together, the two approaches produce a stronger evidence base.

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8. Establish a Local Baseline

Before implementing a development project, researchers should establish a baseline.

A baseline describes the situation before an intervention begins.

It may include:

• number of households;
• poverty levels;
• employment levels;
• school participation;
• access to water;
• access to health services;
• household income;
• agricultural production;
• business activity;
• women's economic participation;
• youth employment;
• access to digital services.

Without a baseline, it becomes difficult to determine whether an intervention actually produced change.

A project may report that thousands of people were reached, trained or assisted.

But the more important question is:

What changed because of the intervention?

Baseline data makes this question measurable.

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9. Identify Root Causes Rather Than Symptoms

One of the most important functions of a needs assessment is to distinguish between symptoms and causes.

For example:

Problem: Youth unemployment

Possible underlying causes may include:

• lack of appropriate skills;
• weak private-sector demand;
• poor transport connections;
• limited access to finance;
• inadequate career guidance;
• mismatch between training and labour-market needs;
• geographic isolation;
• limited digital opportunities.

A project that addresses only one symptom may have limited impact.

Effective development planning therefore requires a chain of analysis:

Problem → Evidence → Causes → Priorities → Solutions → Implementation → Measurement

This approach helps prevent development interventions from becoming isolated projects without a clear understanding of the wider local system.

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10. Map Access to Essential Services

Local development is also about access.

A needs assessment should examine how easily people can reach:

• schools;
• health facilities;
• water services;
• sanitation;
• transportation;
• markets;
• administrative services;
• banking and financial services;
• internet connectivity;
• employment services.

Digital access is increasingly important.

According to World Bank data based on ITU statistics, approximately 77% of Tunisia's population used the Internet in 2024.

This is a significant national indicator, but it should not automatically be interpreted as equal digital access across all communities.

A national percentage cannot tell us whether a remote rural community has the same quality of connectivity as a major urban center.

Local assessments therefore need to examine the digital divide as well as national connectivity.

 

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11. From Data Collection to Community Participation

Data should not replace community voices.

The strongest development planning combines evidence with participation.

Local residents should have opportunities to explain:

• what problems affect them most;
• which services are missing;
• which solutions they consider realistic;
• which groups are most vulnerable;
• which local resources could be mobilized;
• what previous projects failed to achieve and why.

Community participation can also reveal information that is absent from official databases.

An official document may indicate that a service exists.

Residents may explain that the service exists formally but remains difficult to access in practice.

This distinction between availability and effective access is crucial.

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12. Prioritize Needs Using Evidence

Not every problem can be addressed simultaneously.

Needs therefore need to be prioritized.

A useful prioritization framework can consider:

1. Number of people affected.
2. Severity of the problem.
3. Impact on vulnerable groups.
4. Geographic inequality.
5. Economic consequences.
6. Urgency.
7. Feasibility of intervention.
8. Available resources.
9. Potential long-term impact.
10. Community priorities.

A problem affecting a smaller population may nevertheless deserve priority if its consequences are severe.

Similarly, a project with a large budget is not necessarily the project with the greatest development impact.

Evidence helps decision-makers distinguish between political visibility and genuine development priority.

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13. Design Projects Around Measurable Outcomes

Once priorities have been established, development projects should be designed around measurable outcomes.

Instead of stating:

“Improve employment opportunities.”

A stronger objective would identify:

• who will benefit;
• how many people will be reached;
• what services will be provided;
• what change is expected;
• how the change will be measured;
• over what period;
• and what evidence will demonstrate progress.

This approach creates a direct connection between research, project design and monitoring.

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14. Monitor, Evaluate and Learn

Development does not end when a project is implemented.

Monitoring should continue throughout implementation.

Possible indicators include:

• beneficiaries reached;
• jobs created;
• businesses established;
• women participating;
• young people trained;
• income changes;
• service-access improvements;
• infrastructure completed;
• household conditions;
• community satisfaction.

Evaluation should then examine whether these outputs contributed to meaningful outcomes.

The process should not be:

Project → Report → End

It should be:

Project → Monitor → Evaluate → Learn → Adapt

This makes development more accountable and more capable of responding to evidence.

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15. Data Quality Matters

Not every number is equally reliable.

Researchers should examine:

• who produced the data;
• when it was collected;
• how the indicator was defined;
• what population was covered;
• whether the sample was representative;
• whether data is disaggregated;
• whether different sources use comparable definitions.

This is particularly important when comparing statistics from different years or institutions.

A credible development report should distinguish clearly between:

Observed data

Estimated data

Survey findings

Administrative data

Modelled estimates

and

Qualitative evidence.

This transparency increases public trust.

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16. From Community Voices to Evidence-Based Planning

A strong local development process can therefore be summarized as:

Listen → Map → Collect → Verify → Analyze → Prioritize → Co-design → Implement → Monitor → Evaluate → Learn

Each stage has a different function.

Listening identifies lived realities.

Mapping identifies resources and gaps.

Data collection establishes evidence.

Verification protects against inaccurate information.

Analysis identifies patterns and relationships.

Prioritization determines what matters most.

Co-design connects institutions with communities.

Implementation turns plans into action.

Monitoring tracks progress.

Evaluation measures results.

Learning improves future interventions.

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Conclusion

Local development cannot be reduced to infrastructure, budgets or individual projects.

It is fundamentally an evidence problem.

Communities differ in their demographic structures, economic opportunities, access to services, levels of poverty and vulnerability, environmental pressures and social conditions.

National statistics are essential because they provide context.

But local evidence is necessary because development happens in specific places and affects real communities.

Tunisia provides a clear illustration.

The national poverty rate was 16.6% in 2021, but poverty reached 24.8% in rural areas compared with 12.7% in urban areas. At the regional level, poverty reached approximately 37% in the Center-West and 22.5% in the Northwest.

The labour market also reveals major differences. In the second quarter of 2026, Tunisia's unemployment rate was 14.9%. In the fourth quarter of 2025, youth unemployment among those aged 15–24 stood at 38.4%, while female unemployment was 20.8%. Among female university graduates, it reached 30.5%.

These figures demonstrate why development planning must move beyond national averages.

The purpose of local needs assessment is not simply to collect more numbers.

It is to connect numbers with people, evidence with experience, and problems with practical solutions.

Good development planning begins by listening.

It becomes stronger through evidence.

And it becomes accountable when results can be measured.

Data tells us where the gap is.
Research helps explain why the gap exists.
Community knowledge helps identify what should be done.
Monitoring and evaluation tell us whether the response worked.

That is the foundation of evidence-based local development.

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Key Data Snapshot — Tunisia

Indicator	Figure	Year	Source
Population	~12.3 million	2024	World Bank
National poverty rate	16.6%	2021	World Bank / INS
Rural poverty	24.8%	2021	World Bank / INS
Urban poverty	12.7%	2021	World Bank / INS
Center-West poverty	~37%	2021	World Bank / INS
Northwest poverty	~22.5%	2021	World Bank / INS
Unemployment	14.9%	Q2 2026	INS
Youth unemployment (15–24)	38.4%	Q4 2025	INS
Female unemployment	20.8%	Q4 2025	INS
Female graduate unemployment	30.5%	Q4 2025	INS
Internet users	77%	2024	World Bank / ITU

 

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Sources and Data

• World Bank — Tunisia Country Data and Country Overview
• World Bank — Poverty & Equity Brief: Tunisia
• Tunisia National Institute of Statistics (INS) — Employment and Unemployment Indicators
• International Telecommunication Union (ITU) — Internet and ICT indicators
• World Development Indicators

The poverty figures are based on the latest official household-survey poverty estimates available for Tunisia, while employment figures are updated using Tunisia's official quarterly labour-market statistics.

ATEP MED – Arab Digital Center for Media & Development
Research • Journalism • Development Communication • Evidence-Based Reporting

Prepared and published by: Mohamed Chaieb Barhoumi

Suggested Citation

Arab Digital Center for Media and Development (ATEP MED). (2026). Local Development Needs Assessment: From Community Voices to Evidence-Based Development Planning. Tunisia.

MONITORING, EVALUATION AND LEARNING

How Development Organizations Can Measure Results, Learn from Experience and Improve Impact

Executive Summary

Development organizations implement projects because they seek to create change. However, completing activities does not necessarily mean that development objectives have been achieved.

A project may organize training sessions, establish services, distribute equipment or conduct awareness activities, yet the most important question remains:

What changed as a result of the intervention?

Monitoring, Evaluation and Learning — commonly referred to as MEL — provides a structured approach for answering this question.

Monitoring helps organizations follow implementation and progress. Evaluation examines relevance, effectiveness, efficiency, outcomes and other dimensions of performance. Learning transforms evidence and experience into improvements for future interventions.

A strong MEL system therefore goes beyond reporting numbers.

It creates a continuous cycle:

Plan → Implement → Monitor → Analyze → Evaluate → Learn → Adapt → Improve

For development organizations, this approach strengthens accountability, improves project quality and helps demonstrate results to communities, governments, donors and international partners.

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1. Introduction

Every development project begins with an intention to create positive change.

An organization may seek to improve rural livelihoods, strengthen women's economic participation, create opportunities for young people, improve access to water, support civil society or increase digital inclusion.

But intentions are not results.

Results must be observed, documented and analyzed.

This is why monitoring and evaluation are essential components of professional development work.

The objective is not simply to prove that activities took place.

The objective is to understand whether those activities contributed to meaningful change.

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2. What Is Monitoring?

Monitoring is the continuous or periodic collection of information about project implementation and progress.

It helps organizations answer practical questions:

Are activities being implemented as planned?

Are the intended participants being reached?

Are resources being used appropriately?

Are outputs being produced?

Are there delays or unexpected problems?

Monitoring allows project teams to identify problems early rather than waiting until the end of the project.

It is therefore both a reporting function and a management tool.

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3. What Is Evaluation?

Evaluation goes deeper than routine monitoring.

It examines whether a project is relevant, effective, efficient and capable of producing meaningful results.

An evaluation may ask:

Did the project address an important need?

Were the objectives achieved?

What changed for participants?

What factors contributed to success or failure?

Were resources used appropriately?

What lessons can be applied to future projects?

Evaluation provides an opportunity to step back and examine the bigger picture.

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4. Monitoring Is Not Evaluation

The two concepts are closely connected but not identical.

Monitoring asks:

What is happening?

Evaluation asks:

Why did it happen, what difference did it make, and what can we learn from it?

For example, monitoring may show that 200 people participated in training.

Evaluation may examine whether participants actually acquired useful skills and whether those skills contributed to improved employment or economic opportunities.

This distinction is important because a high number of activities does not automatically indicate high impact.

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5. From Activities to Results

Development projects should distinguish between different levels of results.

An activity is something the project does.

An output is the immediate product or service generated.

An outcome is a change resulting from the intervention.

Impact refers to broader and longer-term change to which the project contributes.

The logic can be represented as:

Activities → Outputs → Outcomes → Impact

For example:

Training → Participants trained → Improved skills → Better economic opportunities

This structure helps organizations understand the relationship between their actions and the changes they hope to achieve.

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6. Indicators

Indicators provide evidence of progress.

They help organizations determine whether expected results are being achieved.

Indicators may be quantitative or qualitative.

Quantitative indicators can include the number of participants, enterprises created, people reached or services delivered.

Qualitative indicators may examine changes in knowledge, perceptions, confidence, institutional capacity or satisfaction.

The most important principle is that indicators should be connected to the project's objectives.

An organization should not collect data simply because it is easy to count.

It should collect information that helps answer meaningful questions about progress and change.

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7. Establishing a Baseline

Before measuring change, organizations need to understand the starting situation.

This is the purpose of baseline information.

A baseline can describe the situation before project implementation.

For example, if a project aims to improve youth employment, researchers should understand the initial employment situation among the target population.

If a project aims to improve access to water, the initial conditions should be documented.

The baseline creates a reference point for future comparison.

Without it, demonstrating change can become difficult.

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8. Setting Realistic Targets

Projects often establish targets for their expected results.

Targets should be ambitious enough to encourage meaningful progress but realistic enough to be achievable.

A target should consider the project's duration, resources, geographic scope, available capacities and external conditions.

Unrealistic targets can create pressure to report success rather than focus on genuine results.

Good monitoring systems therefore combine ambition with realism.

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9. Data Collection

Reliable evaluation depends on reliable information.

Data can be collected through questionnaires, interviews, focus groups, observations, administrative records, project databases and other appropriate methods.

The methodology should correspond to the questions being asked.

If the objective is to understand the number of people reached, quantitative data may be appropriate.

If the objective is to understand how participants experienced a programme, interviews or focus groups may provide richer information.

Combining methods can produce a more complete understanding.

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10. The Human Dimension of Evaluation

Numbers are important, but development is ultimately about people.

A project may report that hundreds of people participated in an intervention.

However, evaluation should also seek to understand how the intervention affected their lives.

Did participants find the support useful?

Did they change their practices?

Did their economic situation improve?

Did they gain greater confidence?

Did institutions become more responsive?

Human experiences can help explain the meaning behind quantitative results.

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11. Learning from Failure

One of the most important functions of evaluation is learning.

Not every activity will succeed.

External conditions may change.

A project may encounter unexpected barriers.

An intervention may produce weaker results than expected.

These experiences should not automatically be treated as failures to hide.

They can become valuable sources of organizational learning.

The important questions are:

What happened?

Why did it happen?

What should we change?

What should we do differently next time?

An organization that learns from its experience becomes stronger.

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12. Adaptive Management

Development environments are rarely static.

Economic conditions can change.

Policies may evolve.

Climate events can affect communities.

New opportunities may emerge.

Projects therefore need the ability to adapt when justified by evidence.

Monitoring can identify changes.

Evaluation can help explain them.

Learning can inform decisions.

This creates a system of adaptive management, in which organizations adjust their approaches rather than continuing automatically with activities that are no longer appropriate.

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13. Accountability to Communities

MEL is not only for donors.

It is also important for the communities that development organizations seek to support.

Communities have the right to understand what a project is doing, what resources are being used and what results are being achieved.

Feedback mechanisms can allow participants to express concerns, propose improvements and assess the relevance of activities.

This creates greater transparency and strengthens trust between organizations and communities.

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14. Accountability to Donors and Partners

International organizations and donors also need credible information about project performance.

A strong MEL system helps demonstrate how resources were used and what results were achieved.

However, accountability should not mean simply producing reports.

A useful report should provide evidence, explain challenges, document results and identify lessons.

The objective is to create a clear relationship between:

Resources → Activities → Results → Learning

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15. Evaluation and Project Improvement

Evaluation should not be treated as an administrative obligation that occurs only at the end of a project.

Evaluation findings can improve current and future programmes.

For example, if a training programme produces limited employment outcomes, evaluation may reveal that participants need additional support such as market access, mentoring, finance or follow-up services.

This means evaluation can influence the design of future interventions.

Research therefore becomes a tool for continuous improvement.

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16. Communicating Results

Results need to be communicated appropriately.

Different audiences require different forms of information.

A donor may need a formal results report.

A municipality may need an analytical summary.

A community may need an accessible presentation.

Journalists may need evidence and human stories.

The public may respond better to visual content, articles or videos.

Development communication should therefore transform MEL findings into accessible knowledge.

This creates an important connection between:

Monitoring + Evaluation + Research + Communication

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17. From Evaluation to Knowledge

An evaluation should produce more than a conclusion about whether a project succeeded.

It should generate knowledge.

Knowledge can include information about what works, for whom, under which conditions and why.

This knowledge can then be shared with other organizations and stakeholders.

A successful local project may therefore become a model for replication.

A failed approach may prevent others from repeating the same mistake.

Both experiences have value.

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18. The Role of Research Centers

Research centers can contribute significantly to monitoring, evaluation and learning.

They can design data collection tools, conduct field assessments, analyze results, prepare evaluation reports and transform findings into communication products.

Independent research capacity can also provide organizations with an external perspective on project performance.

This can strengthen credibility and support evidence-based decision-making.

For ATEP MED, MEL represents a natural extension of its work in research, journalism and development communication.

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19. ATEP MED's Proposed MEL Framework

ATEP MED proposes an integrated approach beginning with clear project objectives and measurable results.

Baseline information is established before implementation whenever appropriate.

During implementation, data are collected and analyzed regularly.

Progress is reviewed against targets.

Challenges are identified and discussed.

At appropriate stages, evaluations examine outcomes and lessons.

The findings are then transformed into recommendations and communication products.

The cycle becomes:

Plan → Baseline → Implement → Monitor → Analyze → Evaluate → Learn → Adapt → Communicate

This approach ensures that research and communication remain connected to project management.

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20. Practical Questions for Every Development Project

Before implementing a project, organizations should be able to answer:

What problem are we addressing?

What evidence demonstrates the problem?

Who is affected?

What change do we want to achieve?

How will we know whether change occurred?

What information must we collect?

Who will collect and analyze it?

How will communities provide feedback?

How will the findings influence project decisions?

How will results and lessons be communicated?

These questions can form the foundation of a practical MEL system.

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21. Recommendations

Development organizations should integrate monitoring, evaluation and learning into project design from the beginning.

Objectives should be clearly defined and linked to measurable results.

Baseline information should be established whenever possible.

Indicators should focus on meaningful change rather than simply counting activities.

Community feedback should be incorporated into monitoring systems.

Evaluation findings should be used to improve programmes rather than simply satisfy reporting requirements.

Organizations should document both successes and challenges.

Finally, MEL findings should be communicated in accessible formats so that knowledge can benefit communities, institutions, donors and other development actors.

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22. Conclusion

A development project should not be judged only by how many activities it completed.

Its real value lies in the change it contributes to.

Monitoring helps organizations follow progress.

Evaluation helps them understand results.

Learning helps them improve.

Communication helps them share knowledge and demonstrate impact.

Together, these functions create a continuous development cycle:

Evidence → Action → Measurement → Learning → Improvement

For organizations working in complex development environments, this cycle is essential.

The strongest organizations are not those that claim to have no problems.

They are those that can measure honestly, learn continuously and improve their interventions based on evidence.

Measure what matters.

Learn from what happens.

Improve what you do.

Communicate what you learn.

That is the foundation of results-oriented development.

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About ATEP MED

The Arab Digital Center for Media and Development (ATEP MED) is an independent Tunisian initiative working at the intersection of media, research, consulting, development communication and publishing.

ATEP MED focuses on research and studies, needs assessments, monitoring and evaluation, development communication, evidence-based journalism, local and rural development, project preparation, civil society, women and youth and digital transformation.

Supervised by: Mohamed Chaieb
Email: atepmed@gmail.com
Tunisia — 2026

Suggested Citation

Arab Digital Center for Media and Development (ATEP MED). (2026). Monitoring, Evaluation and Learning: How Development Organizations Can Measure Results, Learn from Experience and Improve Impact. Tunisia.