Khulisa Director Jennifer Bisgard addressed participants at the NPO Leadership Imbizo in Johannesburg about the importance of M&E for non-profit organisations. She also took part in the concluding panel discussion. The Imbizo explored strategies for NPOs to achieve greater sustainability through attracting support and investment and strengthening the capacity of leaders.
3. The process of routinely collecting, analysing and using
data on the inputs, activities, outputs and short-term
outcomes of a programme and stakeholders.
Best when compared to targets or expectations
4. The process of assessing proof of concept or measuring
achievement of programme objectives, and whether the
intended changes (outcome and impact) have occurred.
18. A Theory of Change depicts how a program’s inputs and
activities are understood to produce outputs, a series of
outcomes (short and medium term) and ultimately long-term
impacts.
20. If the programme
then
Improves teaching
and learning with
quality reading
instruction
Provides teaching and
learning materials
Increases parental and
community support
for student reading
Improves policy
environment to
support early grade
learning
Reading skills of primary school students will improve
thus student academic
performance increased
drop-out and repetition
rates are reduced
so what
Poverty reduction and economic growth
22. crèche Shop &
Market
COMPOST
INPUTS ACTIVITIES
SHORT TERM
OUTCOMES
MID TERM
OUTCOMES
LONG TERM IMPACT
Staff
Training Materials
Permaculture Resources
Training
Food Gardening
Mentoring
Partnership Development
Consulting & Training
Services
Attitudes & Motivation
Knowledge & Skills
Productive Gardens
Professional Services
Behaviour Changes
Health Benefits
Economic Benefits
Income Generation
Household/Community
Food Security
Healthy Communities
Sustainable Livelihoods
Sustainable Ecological
Systems
Financially Sustainable
Programme
M&E systems track what is being done in relation to plans and whether the programme is making a difference
Monitoring and evaluation help improve performance and achieve results. Performance is defined as progress towards and achievement of results
Monitoring is the routine tracking of the key elements of programme/project performance (usually inputs and outputs) through record-keeping, regular reporting and surveillance systems, as well as observation and surveys.
Monitoring helps program or project managers determine which areas require greater effort and identify areas which might contribute to an improved response.
Traditional monitoring focuses on implementation monitoring-tracking of inputs, activities and outputs. Often used to assess compliance with workplans and budgets
Results-based monitoring involves the collection of information on how effectively the project is performing-demonstrates whether a project is achieving its stated goals
Evaluation is a collection of activities designed to determine the worth of a project or intervention
This includes measuring the extent to which the changes that have occurred are attributable to your programme’s interventions.
M&E go together…
There is no evaluation without monitoring, in order to evaluate, you must be monitoring
What you don’t measure can’t be managed
In M&E these are the Indicators
Used to compare Compare outcomes to programme expectations
Before and after- what is the difference
An Indicator is a variable that measures one aspect of a program/project
Indicators are used to measure progress towards a specific objective or goal.
Indicators are typically numerical.
However, the role of qualitative information in M&E should not be neglected.
So we have the difference but why is there a difference…
move beyond the number to find out if the program worked and ask more questions:
Where did it work? What contributed to it working? For who did it work? Under what circumstance
In other words, is the work you are doing driven by data?
At the onset of any evaluation it is important to document the program’s theory of change. A Theory of Change graphically depicts how a program’s inputs and activities are understood to produce outputs, a series of outcomes (short and medium term) and ultimately long-term impacts. This is usually represented in a logic model, which is a graphical representation of the theory of change. The logic model includes inputs (what is invested), outputs (activities and participants reached) and outcomes. The logic frame also documents the key assumptions underpinning each step. The development of a Theory of Change is a collaborative process in which evaluators facilitate program leadership (i.e. the Secretariat) to develop and document the framework.
e.g if...then...thus
e.g.
There are varying frameworks applied to the selection of M&E indicators.
Indicators are used at different levels to measure what goes into a program or project and what comes out of it.
The input-process (activity)-output-outcome framework is most common.
M&E frameworks consist of a comprehensive list of inputs, outputs, outcome indicators that will be used to monitor and evaluate programme performance
Knowing why you are collecting data will assist in planning and decision-making
INPUTS
= the set of resources that are the basic materials of the programme
= Financing (money), staff and staff time, facilities, equipment, supplies, and other items used in programme operation.
E.g. The hours of staff time/salary, Travel costs, Lesson materials, Trainers/Staff
ACTIVITIES
= the set of actions in which programme inputs are utilised to achieve the results expected from the programme
= actions through which inputs are employed to achieve the objectives of the programme.
= what the project does with the inputs to fulfil its objectives
E.g. training, materials development, delivering Saturday school classes, hosting exhibitions, teacher training etc.
OUTPUTS
= the results obtained at the end of activities using inputs
= the direct products of programme activities
= tangible or physically-discernable deliverables
= the results of programme activities
= achievements or things that have been produced by project managers or service providers
Outputs are usually measured in terms of the volume of work accomplished. For example:
E.g. Training participant assessment results, Numbers of contact sessions conducted, Numbers of participants served, shown by participant registers, Numbers of training reports received , Number of people attending the exhibition centre
OUTCOMES
= Are the effects of programme/project outputs.
= Considered the programme’s long term results
= Refer to the change expected as a consequence of the input/activity/output.
= Are the long term benefits or changes for individuals or populations or systems during or after directly participating in programme activities (2-5 years).
e.g. Improvement in Maths & Science results, greater number of learners enrolling in MST studies, employment
IMPACTS
= The long-term, population-level, results of the programme’s outcomes.
= Ultimate outcome to be achieved over the long-term.
= are generally achieved in 5-10 years
Choosing the correct methodology
The M&E field is wide and varied
Important to match methods to programme types
When are “real world” evaluations more appropriate?
Methodologies
Quantitative
e.g:
Qualitative
e.g:
Most Significant Change
Appreciative Inquiry
Additionality
Important to match methods to programme types
When are “real world” evaluations more appropriate?
Methodologies
Quantitative
e.g:
Qualitative
e.g:
Most Significant Change
Appreciative Inquiry
Additionality
Important to match methods to programme types
When are “real world” evaluations more appropriate?
Methodologies
Quantitative
e.g:
Qualitative
e.g:
Most Significant Change
Appreciative Inquiry
Additionality
Important to match methods to programme types
When are “real world” evaluations more appropriate?
Methodologies
Quantitative
e.g:
Qualitative
e.g:
Most Significant Change
Appreciative Inquiry
Additionality
Important to match methods to programme types
When are “real world” evaluations more appropriate?
Methodologies
Quantitative
e.g:
Qualitative
e.g:
Most Significant Change
Appreciative Inquiry
Additionality