The Extract–Learn–Orient methodology for transforming indigenous proverbial wisdom into evaluation philosophy, frameworks and approaches

Background: The Made in Africa Evaluation (MAE) movement calls for evaluation theories and approaches grounded in African philosophies and indigenous knowledge systems. Although African proverbs contain evaluative wisdom, few methodologies systematically transform this wisdom into evaluation philosophy, frameworks and approaches. Objectives: This article introduces the Extract–Learn–Orient (ELO) methodology, a culturally grounded process for identifying, interpreting and synthesising evaluative and philosophical insights embedded in indigenous proverbs. Method: The ELO emerged from reflection on developing the Swahili evaluation approach. Drawing on indigenous research methodologies, qualitative content analysis, philosophical hermeneutics and interpretive evaluation theory, it comprises three phases: (1) Extract, identifying culturally legitimate proverbs; (2) Learn, applying Interpretive Evaluation Mapping to generate evaluative insights; and (3) Orient, synthesising these insights into evaluation philosophy and practical guidance. Results: Applying ELO to Swahili proverbs generated insights into inquiry, evidence, participation, accountability, experiential knowledge, ethical judgement and contextual sensitivity. These were synthesised into ontological, epistemological, axiological and methodological beliefs, together with culturally grounded understandings of evaluation’s meaning, rationale and purpose, demonstrating that indigenous proverbs are sources of evaluative reasoning that can inform evaluation theory and practice. Conclusion: The ELO provides a systematic and transferable methodology for transforming indigenous proverbial wisdom into evaluation knowledge, strengthening the methodological foundations of Made in Africa Evaluation. Contribution: The ELO offers a replicable pathway through which indigenous communities can develop culturally grounded evaluation philosophies, frameworks and approaches, advancing methodological innovation, epistemic justice and the decolonisation of evaluation.