Decolonising monitoring, evaluation, and learning (MEL) is increasingly recognised as essential to producing evidence that genuinely reflects local realities. In practice, however, many MEL processes continue to rely on standard tools, externally set indicators, and donor-driven timelines that leave little room for communities to shape what is measured or why. These routines can unintentionally marginalise local knowledge, narrow the types of insights that are captured, and reinforce unequal power dynamics between international actors and the people affected by their programmes.

Meaningful change does not require overhauling entire systems. It can begin with small, deliberate shifts: involving communities from the earliest stages, recognising local knowledge as expertise rather than an add-on, and enabling young people to contribute beyond data collection roles. These everyday choices make space for more honest conversations, richer insights, and findings that resonate with the contexts they come from. Bringing reflexivity, humility, and a critical awareness of power into MEL practice opens the door to evaluations that are not only methodologically strong but also more just, responsive, and grounded in lived experience.