1. MONITORING AND EVALUATION
&
REPORTING
02 August 2016

2. PRESENTATION OUTLINE
 Monitoring and Evaluation What is it?
 Monitoring and Evaluation Defined
 Monitoring and Evaluation: What & Why
 Project Development
 Setting of Objectives (1&2)
 Project Logic Model
 Program Theory
 Reporting: Does it matter?
 Reporting for decision making purposes (1&2)
 Theory of Change
 Our roles and responsibilities
 Conclusion (Theory of Bones)
 Questions

3. MONITORING AND EVALUATION: WHAT IS IT?
A sensible answer to this is…“so what”
It is about responsibility and accountability; providing our stakeholders (e.g.
programme managers, funders, the public and any interested parties) with
information to which extent we are achieving the set targets and goals
Provide substantial evidence on the achievements (build on, replication,
best practice) / non-achievement (correction in approach or policy,
programme or project)

4. MONITORING AND EVALUATION DEFINED
MONITORING, is continuous function that uses systematic collection of data
on specified indicators to provide management and the main stakeholders of
an ongoing development intervention with indications of the extent of
progress and achievement of objectives and progress in the use of allocated
funds
EVALUATION, is the systematic and objective assessment of an ongoing or
completed project, program, or policy, including its design, implementation,
and results. The aim is to determine the relevance and fulfilment of
objectives, development efficiency, effectiveness, impact, and sustainability.
Of key, info should be – credible, useful, enabling for decision-making of both
recipients and donors (OECD in Jody Kusek & Ray Rist)

5. MONITORING AND EVALUATION: WHAT AND WHY?
WHAT? – PROGRAMME / PROJECT
The initiation of a project/programme happen because a problem
that has been identified or a policy decision by Government
WHY MONITOR? - PROGRESS
Check whether the project/programme is on track, identify gaps
during implementation process, correct and report
Ensure the achievement of objectives

6. PROJECT DEVELOPMENT
 Project Title
 Need for the Project (Background)
 Problem Statement (Problem identified)
 Mandate
 Objectives (Aim of what the project should achieve)
 Scope (Project coverage and beneficiaries)
 Methodology (Process)
 Milestones (Activities and timelines)
 Risks and Mitigation
 Output

7. PROJECTS: SETTING OF OBJECTIVES (1)
 Ask the question “what is the problem?”
 Objectives should answer your problem statement
 What you want to achieve? (i.e. outcome)
 What should the project/programme address?
 Objectives should follow the SMART approach (simple, measurable, achievable,
realistic and time-bound)

8.  Select key performance indicators (KPIs)
 Design activities (Implementation Plan)
 Set the standard indicators
 Should take the CREAM approach
o Clear (Precise and un-ambiguous)
o Relevant (Appropriate to the subject at hand)
o Available (available at a reasonable cost)
o Adequate(Provide a sufficient basis to assess performance)
o Monitorable (Amenable to independent validation)
 Should have a direct link to the outcomes
PROJECTS: SETTING OF OBJECTIVES (2)

9. PROJECTS: PROGRAM LOGIC MODEL
 This is planning or design tool to help you think through what it will take to
achieve the outcomes you have in mind.
 This is a connection between the activities you develop and the outcomes
you hope to accomplish, it articulates the assumptions about the ability of
certain activities to drive particular changes.

10. PROJECTS: PROGRAM THEORY
(Example Educator Workshop)
INPUT/RESOURCES ACTIVITIES OUTPUT OUTCOME IMPACT
Conduct educator
training workshops
(maths and science)
Number of training
workshops
Number of
educators trained
Improved ….. Effect of educator
training workshops
on learners – yield
better results
Team:
Funding:
Sponsors:
Tools:
The action:
What is the level of
intervention /
assistance, the
methods or areas
Tangible/quantity
outputs: How many
learners/teachers,
the number of
hours.
What is the
reasonable change
on the output or
intervention in the
short to medium
term
What is the
reasonable change
on the output in the
long term
(change in
behaviour)

11. REPORTING: DOES IT MATTER?
 Report for compliance purposes according to legislative requirements
(PFMA and Treasury Regulations), this include how information should
be disclosed
 Report to Programme Managers, sponsors/funders for decision making
purposes

12. REPORTING FOR DECISION MAKING PURPOSES
(1)
In consideration of the three EEE – (Accountability is with the AO of an institution to
ensure adherence to the following in the utilisation of resources, the MD in our case –
section 51 of the PFMA and any other official as a delegated authority by the AO at
the level of their responsibility – section 57 of the PFMA)
 ECONOMIC – Competitive Price (Price bargaining)
 EFFICIENCY – Process (did we use the most efficient process to produce/deliver
on our outputs/outcomes)
 EFFECTIVENESS - Quality (did we produce the desired results within our means)

13. REPORTING FOR DECISION MAKING PURPOSES
(2)
 Utilisation of funds
 What has been achieved? (outputs –quantitative data)
 Is it according to the set objectives? (set standards)
 Is it supported by evidence? (outcomes - qualitative data)
 Highlights (what was outstanding)

14. REPORTING: WHAT IS EXPECTED
 It is expected that the reports contain valid and project-specific information that is
aligned to the project objectives.
 It is expected that all the quantitative information in the reports can be validated
i.e. your numbers should be supported substantive evidence e.g. attendance
registers. This is audited.
 It is expected that the qualitative information is relevant to your project. It should
contain a good overview or ‘story’ of what happened during the reporting period.
 It is expected that the templates be maintained, unless communicated differently.
This is audited.

15. REPORTING: TYPES OF REPORTS (1)
NRF|SAASTA has several reports that is required throughout the year
1. THREE-YEAR ANNUAL PERFORMANCE PLAN (September) – this report is
submitted to Corporate and formally published for the public and governmental
institutions (DST and Treasury). Note: Once targets have been formally published,
it cannot be changed for the succeeding year.
2. ONE-YEAR ANNUAL PERFORMANCE PLAN (March/April) – this report is submitted
to the MD for project monitoring and performance management. Note: This
report is an internal document.
3. QUARTERLY CONTRACT REPORTS (June/September/November/March) – this
report contains the progress information for the contract projects. This report is
submitted to Corporate and, then, to DST and the relevant project managers.

16. REPORTING: TYPES OF REPORTS (2)
4. QUARTERLY UNIT REPORTS (June/September/November/March) – this report is
submitted to Monitoring and Evaluation for performance management and
consolidation into the BUSINESS PROGRESS REPORT.
5. QUARTERLY PROGRESS REPORT (BUSINESS) (June/September/November/March)
– this report compiled based on the unit and contract reports and contains all
information for the NRF|SAASTA for the reporting period as aligned with the APP .
This report is submitted to Corporate for consolidation into the NRF Performance
Report.
6. SCIENCE ENGAGEMENT REPORT (June/September/November/March) – this is a
new initiative by NRF. All facilities will now report all science engagement activities
through SAASTA. More information on this will be communicated in due course.

17. REPORTING: PROCEDURES (LINE OF REPORTING)
NRF|SAASTA NRF DST TREASURY
• MANAGERS
• PROJECT
COORDINATORS
• SUPPORT
FUNCTIONS
• MANAGING
DIRECTOR
• MONITORING
AND
EVALUATION
• NRF CORPORATE
GOVERNANCE

18. REPORTING: PROCEDURES (DATES TO REMEMBER
FOR THE 2017 FINANCIAL YEAR)
WHO WHAT TO DATE
Project Coordinators
Contract Reports
And
Unit Reports
Unit Managers
To be decided by unit
Managers
Monitoring and
Evaluation Unit
Managing Director
Q2 - 19 September 2016
Q3 - 18 November 2016
Q4 - 20 March 2017
NRF|SAASTA Group Executive
Q2 - 29 September 2016
Q3 - 30 November 2016
Q4 - 05 April 2017
Group Executive
Corporate
Governance
Q2 - 05 October 2016
Q3 - 05 December 2016
Q4 - 05 April 2017

19. THEORY OF CHANGE
 What is the change we wanted to see?
 Did we make that change? (if not, can we go back to our processes and establish
where the gap is and take a different approach)
 Did the change answer our problem? (If not, are we able to say whether there is
need to still continue with the project or discard)
 Are we able to show the “before” / “after”
 Can we provide evidence of “was” / “now”
 (e.g. if we have an outcome as, “educator outcomes in maths and science for
grade 12 improved”- indicator will be, “% of grade 12 learners scoring above 70%
or better in maths and science” baseline could have been 40-60%)

20. MONITORING AND EVALUATION
OUR ROLES AND RESPONSIBILITIES
CORE
FUNCTIONS
SCIENCE AWARENESS
SCIENCE COMMUNICATION
SCIENCE EDUCATION
SUPPORT FUNCTIONS
HUMAN RESOURCES CORPORATE
COMMUNICATIONS
FINANCE
SCIENCE
ENGAGEMENT

21. CONCLUSION
PAUSE AND THINK ABOUT THE THEORY OF BONES
“WISHBONE” Those who spend time wishing somebody else would do the work
“JAWBONES” Those who do all the talking, but very little less
“KNUCKLEBONES” Those who are there to knock down everything else everyone
tries to do
“BACKBONES” Those who are there to get under the load and do the work
Now, what kind of bone are you?
Wilbert Hill

22. ANY QUESTIONS?

23. Thank you
Re a leboga
Ro livhuwa
Ndza nkhensa
Siya bonga
Enkosi
Baie dankie