2. What is monitoring?
Day-to-day follow up of activities during
implementation to measure progress
and identify deviations of projects
Routine follow up to ensure activities
are proceeding as planned and are on
schedule
Routine assessment of activities and
results
Answers the question, “what are we
doing?”
3. Why monitoring?
Tracks inputs and outputs and
compares them to plan
Identifies and addresses problems
Ensures effective use of resources
Ensures quality and learning to improve
activities and services
Strengthens accountability
To influence future decisions on
projects
Program management tool
To provide data for program evaluation
5. Progress monitoring vs Process monitoring:
Progress Monitoring
Primarily concerned with physical
inputs and outputs
measures result against targets
relatively inflexible
Focus on project activities/outcomes
monitoring or pre-selected
indicators/activities
measures both quali & quanti but main
focus on quanti
one way process where information
flows in one direction from field to
management
Process Monitoring
Concerned with key process for project
success
Measures results against project
objective
Flexible and adaptive
Looks at broader socio-economic
context in which the project operates,
and which aftects project outcome
Selection of activities and process to
be monitored is iterative i.e. evolves
during process of investigation
measures both quali & quanti but main
focus on quali
A two way process where information
flows back and borth between field
staff and management
6. Progress monitoring vs Process monitoring:
Progress monitoring
paper oriented
Tends to focus in effects of
problems
No post-action review
Takes communication
between stakeholders for
granted
Process Monitoring
People oriented and
interactive
Identifies reasons for
problems
Post –action review and
follow up
Includes effectiveness of
communications between
stakeholders at different
levels as a key indicator
8. M&E Terminology for project hierarchy
Impact : Sustainable improvement in human
condition and well being
Effects : Changes in individual behavior or
systematic capacity
_______________________________
Outputs: products of project activities
Activities : Interventions/process implemented by
project
Inputs: Resources needed by project (e.g. funds,
staff, commodities)
9. The quality of each level is measured by the
next higher level
If sufficient INPUTS are received, then we will be able to do
ACTIVITIES (interventions) which should lead to
OUTPUTS, which , if our hypotheses is correct, the effectiveness
can be measured by
Effects, which, if our assumptions hold true, should be shown to
lead to
IMPACT !
10. What is evaluation ?
Episodic assessment of overall achievement and
impacts
Systematic way of learning from experience to
IMPROVE current activities and promote better
planning for future action
Designed specifically with intention to attribute
changes to intervention itself
Answers the question, “what have we achieved
and what impact have we made”
11. Why evaluate activities?
Determines program effectiveness
Shows impact
Strengthens financial responses and
accountability
Promotes a learning culture focused on
service improvement
Promotes replication of successful
interventions
12. Types of evaluation
Type Purpose
Formative Initial assessment of the target populations and contextual
environment. Determines concept and design
Process Seeks to identify the extent to which planned activities have been
achieved and assesses the quality of the activities/services
Outcome Examines specific program outcomes and accomplishments. What
changes were observed, what does it mean, and if changes are a
result of the interventions?
Impact Gauges the program’s overall impact and effectiveness. Aims to
strengthen design and replication of effective programs and
strategies
13. Monitoring vs evaluation
Monitoring Evaluation
Continuous: day-to-day Periodic: important milestones
Documents progress In-depth analysis of
achievements
Focuses on inputs and outputs Focuses on outcomes and
impacts
Alerts managers to problems Provides managers with
strategy and policy options
Self-assessment External analysis
14. M&E Framework
Level Description Frequency
Inputs Resources that are put into the project.
Lead to the achievement of the outputs
Continuous
Outputs Activities or services that the project is
providing. Outputs lead to outcomes
Quarterly
Outcomes Changes in behaviors or skills as a result
of the implemented project. Outcomes are
anticipated to lead to impacts
2-3 years
(short to
medium term)
Impacts Measurable changes in health status,
particularly reduced STI/HIV transmission
and reduced AIDS impact. Impact results
are effects of the intervention
3-5 years
(long term)
15. Conclusions: Why M&E?
M&E should be part of the design of a program
Ensures systematic reporting
Communicates results and accountability
Measures efficiency and effectiveness
Provides information for improved decision
making
Ensures effective allocation of resources
Promotes continuous learning and improvement