Promoting a culture of monitoring and evaluation in educational institutions. How to develop a M&E system, and grounding M&E planning on the Logical Framework Approach, and using Logframe as reference for M&E.

1. Establishing a culture of
Monitoring and Evaluation
SPREADING THE WORD, (RE)TURNING THE CULTURE (PART 1)
Mr. Vilimaka Foliaki,
M&E Advisor
Tonga Education Support Program, Phase 2
Ministry of Education
TONGA
Professional Development Training
Ministry of Education and Training
TONGA
Wednesday 12 August – Thursday August 2015

2. Goals of these
training
workshops
1. Describe Monitoring and Evaluation in the context of your own
unit as well as MET as a whole;
2. Articulate the importance of M&E to your work, MET, and
national development;
3. (Describe the four (4) core elements of a M&E System;)
4. Describe what indicators are and identify examples from your
own work context.
5. Use the Logical Framework Approach to draw a Logframe for
your own work;
6. Provide conceptual clarity for how different people/sections of
MET are working towards common goals and the key roles that
M&E activities play in attaining these goals.
7. Provide conceptual clarity for the importance of M&E to
quality data, policy, decision-making, and development in MET.
1. Establish a culture of
M&E in the Ministry
of Education and
Training;
2. To realize that M&E is
nothing new’ – is a
‘normal part of our
work;
3. To appreciate the
importance of M&E to
quality data, decision-
making, and progress.
At the end of these workshops, you will be able to:

3. M&E basically
• Mirrors our
performance
• Reflects our
performance
and reduces the
chances of
error.
• Imagine
shaving/puttin
g on make-up
without using
a mirror

4. What is M&E
Is about finding out
whether what we
are doing works

5. My job (project)

6. M&E is about
change and is
results-oriented
• Results indicate
‘change’
M&E is about change and
‘RESULTS’

7. M&E is about
change and is
results-oriented
• Results indicate
‘change’
M&E is about change and
‘RESULTS’
’

8. Results indicate
‘change’
Three levels of
results:
1. Outputs – ‘things’
2. Outcomes
3. Impact
M&E is about
change and is
results-oriented
M&E is about change and
‘RESULTS’
’
About
people

9. At the
beginning,
you already
have what
the ‘end’
results
should look
like:
 Change
happens in
between

10. M&E, data,
and decision-
making
1. Learning needs
2. Accountability
(very important
today)
3. Multiple-purposes
→ Data
→ Make-decisions
→ Implement change

11. Quality
data
Accurate
Timely
Reliable
RelevantComplete
Consistent
Accessible
Quality decisions
are dependent
on quality data
M&E, data, and
decision-making

12. What is M&E?
A process of
gathering information
(data), and
interpreting this
information to track
progress towards
desired goals:
Is not a document! It’s
turning theory into
practice
 Is everybody’s business
 Happens at different
levels (all levels, divisions,
schools, units, staff, of
MET)

13. Ministry of Education and Training

14. M&E is everyone’s
business
Takanga ‘etau fohe (Positive
interdependence)
• We are all working
towards the same goals
• We monitor and
evaluate our own work:
• Can’t rely on others
monitor/evaluate our
work
• we understand our
work best
• Consider alternative
viewpoints
(Independent M&E)

15. Monitoring
• The ongoing process of
gathering data to inform
us about progress at
any point in time:
1. Ongoing
2. Track progress
3. At any point in time
• Focus on processes
(Monitoring - often
called Process
evaluation)
• Carefully planned
• Implemented

16. Evaluation
• Making judgment
of the worth of
something
• Measure and rate
success:
 Excellent
 Good
 Average
 Poor

17. M&E and the
Project Life Cycle
(Fiji OLPC Project)

18. Word of advice
about M&E
“We can’t fairly
evaluate what we
didn’t monitor!”
Someone puts
forward the same
message using
the following
phrase:
“We don’t weigh the
pigs if we didn’t feed
them!”
Monitoring - is ongoing; focus on processes
EVALUATION
is FINAL
Rectify
Mend
Repair Repeat
Redress
Correct
Re-allocate
Re-direct
Review

19. M&E
in a nutshell
It’s not new

20. Clarify: what M&E system that’s needed?
2. Scope of M&E
What level is it for? What areas will it cover?
How is it relate to existing system/level?
◦ A series of data collection tools?
◦ Includes baselines, reporting, and data
storage?
◦ Is M&E part of planning?
◦ How is it different from financial monitoring?
Focus on what we can practically change
(may need to refer to TOR, JD, contract)
1. Purpose of M&E
What is it for?
◦ Accountability? To who?
To funders
To service users
◦ Learning needs
◦ Policy and decision-making
◦ For learning purposes
◦ May have multiple purposes

21. M&E process
needs
supporting
components
M&E
system
People
Culture
Guiding
documents
(Policies,
Strategies, Plans,
SoW, etc.)
Data storage and
management
Monitoring
Evaluation
Quality
Assurance

23. Four (4) critical
parts/stages of
M&E system
1. Planning:
2. Data collection
3. Making data usable
4. Using data for
decision-making
(New Partners Initiative
Technical Assistance
(NuPITA) John Snow, Inc
and JSI Research, Inc (2015)
Planning
Data
collection
Making Data
Usable
Using Data
for Decision-
making

24. Four (4) critical
parts of M&E
system
1. Planning:
• Begin with end in mind;
Create Logframe,
identify information
needs – relevant
activities, indicators,
MoV; M&E plan; Data-
collection plan (what,
how, who, when, where)
• Collaborative (team,
unit, Department) –
improves
stakeholder/consensual
understanding and
collaboration
Planning
Data
collection
Making Data
Usable
Using Data
for Decision-
making

25. Four (4) critical
parts of M&E
system
2. Data collection:
• Design instruments
• Collect data
• Store data safely
Planning
Data
collection
Making Data
Usable
Using Data
for Decision-
making

26. Four (4) critical
parts of M&E
system
3. Making data usable
• Analyse data
• Quality checking
• Data cleansing
• Presentation
format
Planning
Data
collection
Making
Data
Usable
Using Data
for Decision-
making

27. Four (4) critical
parts of M&E
system
4. Using data for
decision-making
• Identify successes
• Analyse successes
• Areas for
improvement
• Make decisions
and implement
changes
Planning
Data
collection
Making
Data
Usable
Using
Data for
Decision-
making

28. M&E system
with supporting
components
Planning
Data
collection
Making Data
Usable
Using Data
for Decision-
making
People
CultureQA
Evaluati
on
Monito
ring
Data
manag
ement
Guiding
docum
ents

29. People
• Often ‘ignored’
• Awareness:
• M&E
• Nature of their work
• Aware of common
goals, and the part
that each
staff/team/division
plays
It’s NOT new to Education!

30. M&E Culture
• Positive interdependence
(not fragmented
independence)
• Proactive (not reactive)
• Reflective practice - make
work-related decisions based
on experience
• Values – common good,
accountability, transparency
• Continuous advocacy for
M&E:
• Effective communication
systems
• Collaboration – both inter
and intra
It’s NOT new to Education!

31. Coordinating
Unit for M&E
Where? How?
• PP, QA, SPA?
Core responsibilities
• Overall
coordination
Members?: CEO, IT,
EMIS, PP, etc
It’s NOT new to Education!

32. M&E Levels
Every level to have own
M&E procedures
1. Aligned to wider level
goals, Education
Framework, JDs, TORs,
etc.
2. Documented and
accessible
 M&E plan
 Data collection and
analysis
 Data quality
assurance
procedures
It’s NOT new to Education!

33. Database
• M&E depends on
quality data.
• Collected data
needs storage,
management,
analysis.
• Impact depends on
data (accessible).
• Data need to be
communicated in
the best format
available.
It’s NOT new to Education!

34. EMIS
Core role:
Produce, manage, and disseminate qualityand
educational data and information in a timely and reliable
manner to serve the needs of MET stakeholders for
monitoring, analysis and decision making.• Staff
• Procedures:
• Produce data
• Manage data
• Disseminate data
• Resources:
• Appropriate
technology
• Database
• Dedicated IT
support
Quality
data
Accurate
Timely
Reliable
RelevantComplete
Consistent
Accessible