This document contains information about a student named Mohamed Said Omar who is taking a course on Monitoring and Evaluation. It provides details about the student's registration information and the lecture. It then discusses the key differences between monitoring and evaluation. Monitoring involves regularly collecting implementation data, while evaluation assesses effectiveness and outcomes. The document also explains key principles of monitoring and evaluation like having clear indicators, reporting by relevant bodies, and using a results framework to link activities to goals. Overall, the document provides an overview of monitoring and evaluation concepts and how they are applied in a course on this topic.

1. NAME : MOHAMED SAID OMAR
REG NUMBER : MAME/2022/55625
COURSE : ARTS OF MONITORING AND
EVALUATION (M&E)
COURSE UNIT : INTEGRATED MONITORING AND
EVALUATION
COURSE CODE : MED 6126
YEAR : ONE
QUARTER : TWO
SESSION : DISTANCE LEARNING
DATE : 24/09/2022
LECTURE : DR. KIMARU
CONTACT : msiciid7284@gmail.com

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INTRODUCTION
The project cycle includes monitoring and evaluation (M&E), and the methods and procedures
used are referred to as the project M&E system. The project design and strategy come first,
followed by the implementation of specific activities, which are then tracked and evaluated with
an eye toward enhancing the strategy and subsequent action. Projects, whether they involve a
small set of activities or a large multi-country set of initiatives, all follow this sequence.
Following the start of the program and continuing throughout the course of the intervention,
monitoring is done periodically. The data collected focuses primarily on input and output and is
typically used as a continuous technique to assess implementation efficiency. For instance, an
NGO that provides training to school teachers can keep track each month of the venues visited,
trainings given, teachers trained, etc.
A program evaluation focuses on the effectiveness of the intervention and is primarily used to
ascertain whether beneficiaries have actually benefited as a result of those actions. Typically, it
examines outcomes to see whether there was a change between the start and end of an
intervention (or at least between two specific time periods). It would be ideal if that change could
be traced to the actions made.

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1. Using examples, explain and distinguish between monitoring and evaluation
Monitoring can be defined as a continuing function that aims primarily to provide the
management and main stakeholders of an ongoing intervention with early indications of
progress, or lack thereof, in the achievement of results. An ongoing intervention might be a
project, programme or other kind of support to an outcome. Evaluation is a selective exercise
that attempts to systematically and objectively assess progress towards and the achievement of
an outcome. Monitoring is the ongoing gathering of information on predetermined indicators to
evaluate the implementation of a development intervention (project, program, or policy) in
relation to activity schedules, the expenditure of allocated funds, and the progress and
accomplishments in relation to the intervention's goals. Monitoring for of monitoring Checking
and documenting. Health monitoring examples.
Health Monitoring Examples
Monitoring of an individual’s vital statistics body temperature, blood pressure, etc.
Monitoring of an individual’s surroundings ambient lighting, room temperature, air
pressure
Early warning system for doctors and medical
professionals
via signals sent directly to the medical
professionals from the monitoring equipment
Context aware applications saved settings for an identified individual
Evaluation is not a one-time event, but an exercise involving assessments of differing scope and
depth carried out at several points in time in response to evolving needs for evaluative
knowledge and learning during the effort to achieve an outcome. All evaluations, even project
evaluations that assess relevance, performance and other criteria need to be linked to outcomes
as opposed to only implementation or immediate outputs. By considering all the discussed
points, here is a performance evaluation example:
“John has been one of the most hardworking members of the software development team. He
works exceedingly well under restricted time frames and adjusts according to the demand of the

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project. He always discusses his concerns well in time to get results immediately and also keeps
the other team members regularly motivated.
He keeps track of the quality of work he produces and is very analytical. Due to this, he
constantly improves himself. The only concern that I have currently is whether he will be able to
manage additional responsibilities.”
From this example, it is clear that, for a manager to have an impactful performance evaluation,
he/she must present the coordinate it in the most professional manner by making sure the
negatives do not overpower the positives. This is a testimony to the manager’s leadership skills
as well as the employee’s yearly performance.
Evaluation activities

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Summary of differences between Monitoring and Evaluation
Monitoring Evaluation
Monitoring is the systematic and regular
gathering of data regarding the activities of
programs and projects.
Evaluation is the ongoing review of the
actions involved in programs and initiatives.
It is an ongoing procedure that monitors the
program to see whether objects or activities
are on track or not.
It is a comprehensive evaluation of the
program that is conducted periodically to
gauge the progress relative to the goal.
Beginning with the project's early phase,
monitoring must be done.
Evaluation must be carried out at a specific
moment in the project's lifecycle, typically at
its midpoint, its conclusion, or whenever a
project or program moves from one stage to
another.
Typically, the team's internal personnel
provide monitoring.
The external members are primarily
responsible for the evaluation. However,
occasionally it may also be carried out by
team members working inside or by a
combination of internal and external team
members.
Monitoring offers information about the
current situation and, if necessary, aids in
taking rapid corrective action.
Evaluation offers advice, details for long-term
planning, and lessons for successful
organizational growth.
It focuses on input, activities and output It emphasizes results, effects, and the overall
objective.
Regular meetings, interviews, quarterly and
monthly reviews, etc. are all part of the
monitoring process. Usually, numerical
information.
intensive quantitative and qualitative data
collecting is part of the evaluation process.

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There are numerous data collection points. Only periodic data gathering is done.
It provides information about how the project
is currently progressing toward reaching its
goals while taking into account its people
resources, budget, materials, activities, and
outputs.
It evaluates the initiatives' applicability,
significance, impact, sustainability,
effectiveness, and efficiency.
Monitoring examines the project's current
knowledge and experiences.
Evaluation examines the performance of a
project in the past.
Monitoring verifies that the initiative
accomplished what it had promised.
Evaluation determines whether the project's
actions achieved the desired effect.
aids in enhancing the project's functionality
and design
Monitoring examines the specifics of actions
Evaluation takes into account more than just
the specifics of an activity.
It examines the success of the programs as
well as their intended and unforeseen, positive
and negative outcomes.
The implementation/management team can
benefit more from the monitoring data.
All stakeholders can benefit from the
information gleaned from the review.
provides a response to the inquiry "Are we
doing things, right?"
provides an answer to the question "Are we
doing morally?"
The outcomes of evaluations are not
necessary for good or successful monitoring.
Appropriate monitoring is partially dependent
on good evaluation.
In monitoring, there are little quality controls. In evaluation, there are numerous quality
checks.
It offers data that can be evaluated. It provides information for proper planning

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Meaning The term "monitoring" refers
to a regular process that looks
at the project's operations and
progress while also locating
any bottlenecks.
Evaluation is an irregular
action that helps determine
whether a project or program
is relevant and beneficial.
Related to Observation Judgement
Occurs at Operational level Business level
Process Short term Long term
Focus on Improving efficiency Improving effectiveness
Conducted by Internal party Internal and external party

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2. Explain key principles of monitoring and evaluation
Policy makers and program managers can analyze an intervention's evolution through time
(monitoring), the effectiveness of a program's implementation, and any discrepancies between
expected and actual results (evaluation), as well as whether the increases in well-being are
sustainable.
1. DEFINITION M & E
1.1. Monitoring is a continual process of gathering and analyzing data about a program,
comparing actual results versus expected results, and making decisions about how
effectively the intervention is being carried out. It provides comparisons between people,
different program kinds, and different geographic regions using the data generated by the
program itself (participant characteristics, enrollment and attendance, beneficiary
situation at program's conclusion, and program costs). Existence of a trustworthy.
1.2. Evaluation is a process that systematically and impartially evaluates all of a program's
components (such as its design, implementation, and results attained) to ascertain its
overall value or relevance. The goal is to give decision-makers reliable information so
they can find more ways to get the outcomes they want. There are primarily two
categories of evaluation:
1.2.1. Performance evaluation put an emphasis on how well services are delivered and
what goals (results) a program has accomplished. They frequently discuss short- and
medium-term outcomes (e.g., student achievement levels, or the number of welfare
recipients who move into full-time work). They are completed using data that is
regularly gathered by the program monitoring system. Monitoring is just one aspect
of performance evaluation. It makes an effort to evaluate whether the gains made
1.2.2. Impact evaluation seek to identify changes in outcomes that may be directly linked
to the program under review. They make an estimate of what would have happened if
program participants had not been beneficiaries. The primary characteristic that sets
impact evaluation apart from other types of assessment is the identification of the
relationship of causation between the program and a certain outcome. The cost of the
program being monitored or assessed is typically included in monitoring and
evaluation. This enables comparing a program's expenses and benefits and

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determining which intervention has the highest rate of return. Two tools are
frequently employed.
• A cost-benefit analysis calculates a program's overall benefit in relation to its
overall costs. Ex-ante analysis of this kind is typically used to choose amongst
various software options. The main difficulty is to assign a monetary value to
“intangible” benefits. For example, the main benefit of a youth employment
programme is the increase of employment and the earning opportunities for
participants. These are observable advantages that have a monetary value.
However, having a job also boosts one's self-esteem, which is harder to
quantify financially because it can mean different things to different people.
• A cost-effectiveness analysis compares the expenses of two or more
programs that produce the same result. Consider a public labor program and a
pay subsidy as examples. Both have the same goal of finding employment for
young people, but the salary subsidy does it at a cost of $500 per person hired
while the second costs $800. The pay subsidy performs better than the public
work program in terms of cost-effectiveness.

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2. CHANGE THEORY
A theory of change explains how a certain intervention will result in the desired outcomes. A
causal/result chain (or logical framework) describes how a program's inputs, activities, and
outputs are organized in order to produce particular results (objectives). This will ultimately help
to accomplish the main goal. A causal chain map would show the following:
I. input (financial, human, and other resources)
II. activities (actions or work done to convert inputs into outputs)
III. outputs (goods produced and services given)
IV. outcomes (usage of outputs by the target groups); and
V. goal (or final, long-term outcome of the intervention)

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The monitoring system would continuously monitor the following elements of the
aforementioned result chain:
I. the resources invested in/used by the program
II. the execution of activities within the anticipated timeframe; and
III. the provision of products and services. A performance review would assess the link
between inputs and outputs as well as the immediate results at a certain point in time.
An impact evaluation would demonstrate if the observed changes were brought on by
the intervention and only this.
3. PERFORMANCE MANAGEMENT SYSTEMS AND PERFORMANCE
MEASUREMENT
Performance management, often known as results-based management, is a tactic used to
modify how companies’ function, with greater performance (better results) at the
system's heart. More specifically, production of performance information is the focus of
performance measurement (performance monitoring). It focuses on identifying indicators,
defining targets, and gathering and examining data on results. Typically, results-based
management systems have seven stages:
1. formulating objectives entails defining the outcomes desired in precise, quantifiable
terms and creating a conceptual framework for how those outcomes will be attained.
2. Identifying indicators: detailing precisely what will be measured along a scale or
dimension for each target.
3. Setting targets: level of outcomes to be attained by particular dates, which will be
used to evaluate success, for each indicator.
4. Monitoring results: Developing performance-monitoring systems that routinely
gather information on the outcomes accomplished.
5. Reviewing and reporting results: contrasting actual outcomes with the goals (or other
criteria for judging performance).
6. Integrating evaluations: entails performing evaluations to get data that performance
monitoring systems do not provide.
7. Using performance information: Making informed decisions, learning inside the
organization, and accountability using data from monitoring and evaluation. Therefore, in
order to build up a performance monitoring system for adolescent employment programs,

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it is necessary to define the goals of the program, select performance indicators, establish
baselines and goals, track progress, and report findings. The goals of a juvenile
employment program are frequently suggested rather than explicitly stated. In these
situations, the first step in performance monitoring is to define the program's goals in
measurable terms.
4. PERFORMANCE INDICATORS
Performance indicators are succinct quantitative and qualitative assessments of program
performance that are simple to monitor on a consistent basis. Quantitative indicators track
changes in both a percentage and a particular value (number, mean, or median).
Qualitative indicators shed light on how people's attitudes, beliefs, motivations, and
behaviors have changed through time. Even though they are crucial, gathering,
measuring, and analyzing data for these indicators takes more effort, particularly in the
initial phases of a program's implementation.
sources of data, targets, and baseline the selection of acceptable targets is one of the most
challenging aspects of performance monitoring. A participant's average employment rate
in the year following program participation, for instance, has no value as a measure of
performance in and of itself.
1. Set the baseline: Setting a realistic performance objective is difficult, if not
impossible, without a baseline, or the value of an indicator shortly before
implementation starts. The original information on program participants (or other
program-related factors) that was gathered prior to program participation is known as
baseline data. Either primary data must be gathered or they can be established
utilizing secondary data sources that are already available.
2. Identify trends: Users are able to comprehend past trends in the indicator value over
time because of this (e.g., whether available data show changes, either upward or
downward over time). Targets should take into account both these patterns and the
predicted value of a program. An acceptable aim can be set at a figure above that, for
instance, if the employment rate of youngsters with poor educational attainment has
maintained at 40% for the past five years.
3. Review research findings: A lot has been written on youth-focused active labor
market programs (design and implementation rather than impact measures). Setting

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realistic goals may benefit from reviewing research data, especially for the most
popular programs (e.g. vocational training programmes). For instance, the experience
of several nations with training initiatives aimed at young people reveals a gross
employment rate at follow-up ranging between 50 and 65 percent of all participants.
4. Benchmarking: Using the results of similar high-performance programs is a method
of defining goals that is becoming more and more common. Additionally, goals can
be defined for the program's placement rate across a variety of participant kinds or
across a variety of geographic regions. The performance of the program targeting
adolescents might be compared to that of the program targeting adults, for instance, if
the program targets both adults and young people. On the other hand, placement rates
can be compared across sites if the program is performed in different areas for the
same target demographic.
5. MEASURING RESULTS
The records of program participants must be combined with evidence of individual
outcomes at follow-up in order to operationalize a performance monitoring system.
These records should include information on characteristics like age, sex, education
level, and other labour market barriers like early school leaving, long-term
unemployment, or degree of disability. Both administrative data and follow-up
questionnaires should be used to collect the latter. Information on program
participants is matched with data from social security, national insurance, or payroll
tax agencies after a minimum amount of time in measurements using administrative
data (usually six months). Their individual identification number serves as the link
between administrative data and program participants (e.g., identity number, social
security contribution number or fiscal number).
the key principles of M&E
Principle1: Sound indicators
Clear and thorough monitoring is based on carefully crafted indications. They must
demand specific, quantifiable, measurable, and qualitative data. Reporting on

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indicator improvement should go beyond the restrictions that particular indicators
may have. It should give the public and the monitoring organization any information
they would need in relation to each indication.
Principle 2: Reporting by state bodies:
bodies Reporting on progress should be the responsibility of each state agency in
charge of carrying out a specific action. Ideally, state agencies should submit reports
at least twice a year to allow for public review of development. Templates are
necessary for all paper-based reporting. A system of objective and activity
enumeration is advised in action plans, and the same enumeration should be used in
the reports to make it easier to follow the numerous activities. The data provided by
state bodies should be supplemented and checked against information from other
sources. The overall level of execution should be quantified in reports, along with a
matrix detailing the quantitative and qualitative status of each step.
Principle 3: Usage of IT-tools IT:
Solutions make structured input easier, eliminate paper work, deliver data in real
time, and enable simple public reporting. The monitoring body should be linked to all
reporting entities via a web application. The gathering and analysis of all institutional
reports can be supported when an online reporting system is not available.
Alternatives include sending reports in electronic form via email so they can be
combined into a single table, or sharing such tables online.
Principle 4 Incentives for reporting:
There should be incentives provided to encourage reporting. This comprises clear
institutional and individual reporting responsibilities, clear instructions, high-level
support, publicly accessible progress reports, IT support, and the potential for
monitoring group site audits.
Principle 5: Monitoring bodies Monitoring bodies
If a collegial body should include a range of stakeholders, including civil society, or
if an agency should ensure input from different stakeholders; meet at least as

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frequently as is required for reporting; have political clout based on the location or
status of its members; employ staff with relevant experience; and publicize its work.
Principle 6: Public access
Progress reports that are available to the public may create pressure and demand for
change. It offers public entities a compelling incentive to adhere to the benchmarks
set forth in indicators. Additionally, it enables the general people to examine how the
government upholds its pledges. For all progress reports to be considered public, they
must be posted online in a machine-readable manner that enables keyword searches
and data migration for additional analysis by civil society organizations. The same
applies to evaluation reports.
Principle 7: Participation of civil society
By including civil society in monitoring and evaluating solutions, a broad societal
base will be responsible for the process' ownership. Representatives from the civil
society should be included in any monitoring/coordination commission and its
working groups (such as for on-site audits), have access to progress reports, and have
their opinions on the implementation of anti-corruption strategies taken into
consideration by the monitoring/coordination commission and implementing state
bodies.
Principle 8: Coordination
Monitoring organizations must also direct operations in the appropriate direction in
addition to noting progress reports. To do this, the monitoring/coordination
commission and the implementing state authorities must exercise leadership,
communicate, assess timeline adherence, allot resources, and update action plan
components that require revision or redesign. In order to secure the participation of all
stakeholders and the flow of information across all levels of government,
coordination of operations must extend to the regional and local levels.
Principle 9 Ensuring compliance: Public access to progress reports fosters healthy
competition amongst government agencies.
To make it easier to accomplish goals, implementation bodies should use result-
oriented management with their workforce. Additionally, it is essential for monitoring
bodies to explain each agency's specific role and obligation to its workers from the

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start and highlight the advantages of doing so, rather than simply responding to the
progress made. An additional motivation for implementing entities to follow the
action plan is the potential for on-site audits by the monitoring body.
Principle 10: Evaluations
At least once during the course of its existence, anti-corruption policies must be
evaluated for overall effectiveness. The evaluation should be open and produce
suggestions for either revising the current anti-corruption policy or creating a follow-
up.

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3. Discuss the role of stakeholder engagement in monitoring and evaluation
3.1.Definition
Stakeholder Engagement in M&E is the process of keeping track of stakeholder
relationships for a project and customizing engagement strategies and plans to engage
stakeholders.
3.2.the role of stakeholder engagement in monitoring and evaluation
Engaging stakeholders is a crucial component in monitoring and evaluating development
projects, just as it is in development practice. Effective involvement is crucial for projects
that aim to alter people's attitudes and behaviors, and getting it right can significantly
improve the lessons you learn from your assessment and the likelihood that your work
will ever be applied to furthering positive social change.
Stakeholders offer a reality check on the suitability and viability of your evaluation
questions, insight into and suggestions for ways to reach the target demographics,
continuing feedback and recommendations, and assistance in turning evaluation findings
into actionable information. These individuals or groups are frequently referred to as
project "stakeholders." It is crucial for them, the donors, implementers, and project
beneficiaries, that a project is successful. How can we tell whether a project was
successful or unsuccessful? Become familiar with program monitoring and evaluation
(M&E).
Anyone who has the potential to influence a project in either a positive or negative way is
considered a stakeholder, including clients or users, the project manager and team, the
sponsor, program and portfolio managers, PMO functional managers within the
organization, and external vendors who supply goods or services for the M&E.
In general, an essential stakeholder is someone who has an interest in or "stake" in the
evaluation. The project management team and project beneficiaries must be included in
this. Engaging stakeholders becomes even more crucial and effective for the project's
learning and sustainability if these groups overlap. The immediate audience, or those who
will be using the evaluation's results to make decisions, is the most crucial stakeholder
group to involve, nevertheless. The likelihood that the evaluation will be useful increases
significantly if the appropriate primary users are identified and involved. A very specific

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group makes up the evaluation's Primary Users. These are special people with particular
decision-making authority who have the capacity to actually effect change as a result of
the findings of your review. It is always helpful to map stakeholders across your area of
interest before engaging them at whatever level (your primary users, or a larger group).
When mapping stakeholders, it's crucial to understand not just who's involved but also
how and what they bring to the table. You could want to incorporate a social event where
the goal is open discussion and the sharing of lessons in a casual setting when you are
engaging stakeholders. This can help you understand the issues that matter most to your
stakeholders and start to get to know them better. Engaging stakeholders and giving them
the chance to contribute, whether it's the Board, a well-known trust, or a group of
community practitioners. Afterward, you might additionally need a number of meetings.
These could include everything from official meetings to led and interactive talks to
informational discussions around a table. If you're leading a stakeholder workshop, be
sure to look into helpful resources or discussion starters to get the most out of your
attendees' input. The audience size, available time, and desired results should all be taken
into consideration while choosing the presentation style. Always be clear about this.
Declare the meeting's purpose explicitly at the outset, and make sure to record everything
that is said. Revisit the meeting objectives in a closing conversation to complete the
sharing and get the most out of your time.
Stakeholder engagement can be very beneficial. People you choose to engage will
frequently have a lot of expertise about the topic, and they can add wisdom to discussions
or solutions to problems that arise during the review process. These people will have
important insights on the causes of change and the potential for sustainability of its
effects because they are knowledgeable about the area. These individuals may not only be
knowledgeable about the space, but also about various fields or types of design. While
examining the effects of various scaffolded teacher training programs, a stakeholder may
have a strong understanding of organizational design. Alternatively, they may be familiar
with telecoms, and you're looking to scale a program that supports young people' digital
wellness. Utilize the resources you already have by treating your main stakeholders as
resources. Leave plenty of time throughout engagements for people to discuss their
thoughts and experiences.

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The frequency of stakeholder engagement is not governed. Meetings are crucial from the
beginning to make sure that the job has been properly outlined and that any potential
questions from significant stakeholders are addressed. It is crucial to be clear about their
expectations for the task and to indicate which of them can be realized in the initial
report.
According on the length of the project, it could be wise from a process standpoint to hold
meetings every three months to make sure that significant stakeholders are included in
the process. As information collecting and analysis can take time, and reviews can last for
many months before something truly viable for presentation can be generated, meeting
too frequently tends to undermine the process. Additionally, staying on track is a smart
idea because complicated areas make it easy for the scope of evaluations to expand.
The fundamental advantage of this procedure is that it keeps or improves stakeholder
engagement activities' efficiency and effectiveness as the project develops and its
surroundings change. Stakeholder engagement is a continuous and systematic process
that enables an organization to build fruitful communication and constructive dialogue
with its most important stakeholders. Involvement serves the purpose of communicating
to decision-makers the expectations and interests of stakeholders so that they can take
those into consideration when making decisions. Participation, feedback on power
management procedures, and evaluation of how operations affect individuals affected
become guiding principles for organizational learning and transformation. Its added value
comes from the innovative search for solutions that best match the unique social and
environmental context, the potential for a confrontation on the playing field, and the
observation of the changes in social interactions among all of the participants.
Stakeholders should not merely be the recipients of monitoring and evaluation reports;
rather, they have a right and a responsibility to know what is happening with the program
or project, which aspects require correction, what the results are, and which lessons can
be learned and shared with one another.

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4. Explain key types and function of indicator assessment in monitoring and
evaluation
4.1.Definition indicators
Indicators are hints, cues, or markers that assess one area of a program and reveal how
closely aligned it is with its intended course and results. Realistic and quantifiable metrics
for project progress are indicators. They should be established before the project begins
and enable us to monitor or assess if a project accomplishes the goals, it set out to
achieve. The connection between theory and practice in project planning is formed via
indicators. An indicator is a tool that enables you to determine whether your efforts are
having an impact. Indicators often indicate occurrences or changes that may be seen and
are connected to the project intervention. They offer proof that something has occurred,
whether it be a delivered output, an immediate consequence that took place, or a long-
term change that was noticed.
4.1.1. Quantitative Indicators / Output Indicators: Output Indicators are
indicators that let us know if the planned activities and actions are truly taking
place as expected. These kinds of indicators will assist you in determining
whether your planned actions (outputs) are being carried out, but they do not
inform us of the effects that these outputs have. Because of this, it's crucial to
keep an eye on both how our activities are being carried out and the changes
that we believe they are causing, whether they be good or bad, intentional or
not.
Examples of Quantitative Indicators can be:
• The number of people attending a training
• The weight of fish caught
• Unemployment (By age, gender, Occupation)
• Per Capita Income
• No. of Community Organizations
• Rates of HIV Infection
• The average rice harvest per hectare
• The cost of transport to market
• Increase in household income

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• Infant Mortality Rate
4.1.2. Performance Indicators / Qualitative Indicators:
Typically, qualitative indicators are signs of change (outcomes). We can
determine whether our activity is having the desired effects on people's lives,
power, and rights by finding out the answers to queries of this nature. The
definition of a quantitative indicator is a measure of quantity, such the number
of sewing machine owners in a village. People's opinions and views about a
topic, such as their confidence in sewing machines as tools for financial
independence, are examples of qualitative indicators. Qualitative indicators
are non-numerical variables used to gauge the degree of progress made toward
a certain objective. Instead of being based on precise facts or numbers,
qualitative data is based on ideas, feelings, or attitudes. These variables are
used to quantify concepts like a group's sense of future optimism that lack a
numerical constant. An indicator is a piece of data that conveys a sense of the
information's direction, such as whether there is a sense of hope.
Two crucial research topics make up the phrase "qualitative indicators." The
two categories of discoverable information are qualitative and quantitative
data. Since it is based on numbers and concrete facts, quantitative data is
typically the easiest to comprehend and manage. Information is often
qualitative when it cannot be quantified or replicated. Here are some
examples of qualitative or performance indicators:
• Greater freedom of expression
• Ease of access to a facility
• Participation in Youth Groups
• Participation Levels in Sports
• Increased Hopes of the people towards betterment of the democratic
systems
• Women’s participation in decision making
• Improved working relations among staff
• Level of Satisfaction with the services

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4.1.3. Mixed indicators: contain a mixture of quantitative and qualitative
information. For instance, "# and description of kid protection policies
modified." These indicators can be used to display changes in both scope and
intensity. In this case, reporting on the number of policies altered would
indicate the scope of change, but individual descriptions might reveal a wide
range of various policy alterations brought on by various intervention kinds.
4.2.Definition M&E indicators
M&E indicators mean Things that we can measure are indicators. They assist in
determining whether or not we have met the goals for a certain program or project or
have reached a threshold or trigger for Planning and implementing adaptations
require careful consideration of monitoring and Evaluation. Monitoring is required
for three components of adaptation planning and execution.
• monitoring the effectiveness of the work done while creating an adaptation plan
(e.g., performance of engagement activities at all steps in the planning cycle).
• monitoring predetermined danger thresholds and trigger levels to determine
whether to conduct adaptation action
• evaluating the success of the intended results and adaption action results.
Monitoring and evaluation (M&E) are a continuous management function that
determines whether an investment plan, program, or project (hence referred to as
"project/plan") and its components are having any unintended repercussions,
whether positive or bad.
Monitoring and evaluation are two distinct but interrelated tasks. They are well-
known by the abbreviation M&E. They are not the same, though, and
occasionally they have different goals and conventions. There are numerous
additional M&E-related duties. Depending on the situation, some engage with
M&E to varied degrees while others fall within the general category of M&E.

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4.1.M&E FUNCTIONS
Monitoring and evaluation are two distinct but interrelated tasks. They are well-known by
the abbreviation M&E. They are not the same, though, and occasionally they have
different goals and conventions. There are numerous additional M&E-related duties.
Depending on the situation, some engage with M&E to varied degrees while others fall
within the general category of M&E.
There are numerous tasks involved in monitoring and evaluating (M&E). Depending on
the situation, some engage with M&E to varied degrees while others fall within the
general category of M&E.
The many tasks listed in this paper and other M&E Universe publications are completed
at various points in the project or program cycle. The graphic to the right summarizes
these phases. A project or program is first chosen for or conceptualized as. The next step
is the design process, after which a plan is created.
The initiative or program is then put into action. Following that, it could be altered,
closed, expanded, or redesigned.
Not all programs or projects adhere to the same cycle, and occasionally the various stages
overlap or are completed in a different sequence. For instance, knowledge gathered
during planning or implementation may influence a project's or program's redesign. The
diagram, however, shows a straightforward model that may be used to demonstrate the
typical execution times for various functions.

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The section below describes different functions related to M&E. The diagrams show when they
are most commonly used. The darker the shading, the more likely the function is to be used at
that stage of the project / programme cycle. However, there are often exceptions to these rules

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4.2.M&E INDICATORS
Indicators often connect to a "results chain" or "log-frame" of a program, which outlines
particular objectives/targets for the program, for the purpose of monitoring and evaluating
program activities or the overall program. Typical programs involve input into the control
system, activities, and outputs that are predetermined. These outputs will then flow into clearly
defined outcomes, also known as the program's impact, which will reflect and, hopefully,
achieve the longer-term or overarching goal. SMART indicators are required for each stage of
the outcomes chain, from input to impact, and for each program target in order to track progress.

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References
Lawrence, E. Felix Navarro, K. Riudavets, J. and Messina, M. (2004) Macroscopic Sensor
Networks: Application Issues in the Healthcare Industry, accepted for Third International ISCA
Conference on Computer Science, Software Engineering, Information technology and eBusiness
and Applications (CSITeA 2004), December 27-29
Lawrence, E. & Lawrence, J. (2004) Wireless Sensor Networks in the Bio-Medical/Healthcare
Industry: Technical and Legal Perspectives. Proceedings of the Third International Conference in
M-Business, July 11- 12, New York, USA
Bakewell, O; Adams, J and Pratt, B (2003). Sharpening the Development Process; A practical
guide to monitoring and evaluation. INTRAC, UK.
https://www.sportanddev.org/en/toolkit/monitoring-and-evaluation/what-monitoring-and-
evaluation-me
http://www.toolkitsportdevelopment.org/html/topic_8A6F8104-DBAD-4F47-927D-
3FE9A13B30B4_E49DC123-DB53-4DDB-9148-FDE05BD96156_2.htm
https://raisee.org/wpcontent/uploads/2015/05/Ten_Principles_of_Effective_Monitoring_and_Eva
luation1.pdf
http://www.mnestudies.com/monitoring/what-indicators-and-types-indicators