The assessment questions are part of the ToR of the facilitator. The interview questions are a separate set of questions which are framed by the purpose of the assessment and the assessment questions. It is the task of the facilitator to explain the purpose and the assessment questions to the interlocutors of the peer interviews, who then develop their own interview questions. As an example, in the case of vocational training, different assessment questions are possible. Their phrasing will determine the direction and the space for discussion and interviews. The seemingly subtle differences have a large impact on the peers’ understanding of the task. This phrasing is thus of key importance for the PA. Examples for the different framing of the purpose of the PA in the introductory communication of the facilitator with the peers are: «We want to find out what your interlocutors think might be a good education.» This leads to a narrow approach focusing in the interviews on views of «good» and «bad» education. «We want to find out what the strengths and weaknesses are of the training methodology used.» This implies that peers and target groups are able to compare different methodologies and are aware or even specialists on adult learning. «We want to find out what your interlocutors think this education programme has achieved? What did they learn from it?» This leads to linear causal thinking on the results of an intervention – not taking to account the systemic dimension. «We want to find out how and why the life of your interlocutors has changed since the training events.» This opens the discussion to a broader awareness of systemic interactions of different factors and gives an opportunity to challenge the underlying theories of change of the intervention. From this introduction as to the purpose, the peers will develop their interview questions. The PA process must allow space for additional questions from peers and interviewees. While the format and content of interview questions will differ depending on the context and the interlocutors, a certain rigour in following an interview guide and uniform formatting of the questions for discussion will help make a sound analysis and to synthesise the answers. Special attention will be needed to translate the questions from the ‹development jargon› into everyday language and from the project’s working language into local languages. It may impact strongly on the results and on the process itself if the interviews are not conducted in the mother tongue of either peer or interviewee, or facilitator.

Participatory Assessments Focusing on Intended Target Groups: A Methodology to Leave No One Behind

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