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Demystifying M&E - Jennifer Bisgard
The document discusses the importance of monitoring and evaluation (M&E) in programming, emphasizing data collection and analysis to assess program effectiveness and accountability. It highlights that M&E facilitates data-driven decisions for managers and aids in demonstrating program success to stakeholders, particularly donors. Additionally, it introduces the theory of change that connects program inputs and activities with expected outcomes and long-term impacts.
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Demystifying M&E - Jennifer Bisgard
- 1. Jennifer Bisgard Khulisa Management Services
- 2.
- 3. The process ofroutinely 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 ofassessing proof of concept or measuring achievement of programme objectives, and whether the intended changes (outcome and impact) have occurred.
- 5. what you don’tmeasure can’t be managed
- 6.
- 7.
- 8. move beyond thenumber
- 9. managers and directorswant data driven decisions
- 10. stakeholders want tocollaborate with effective programmes
- 11. programmes want tocommunicate their success, reach and impact
- 12. programmes want todemonstrate their accountability
- 13. donors want toknow that their funding produced results
- 14. new funders andstakeholders want to know what works
- 15. everyone wants tolearn
- 16. Role of M&Ein the Programme Life Cycle
- 18. A Theory ofChange 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.
- 19. If. . .(inputs) Then. . .(outputs) Thus. . .(outcomes) So what? (impact)
- 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
- 21. Graphical representation ofthe theory of change.
- 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
- 23.
- 24.
- 25.
- 26. within time andbudget constraints
- 27.
- 28.
- 29. Where are theEvaluators?
- 30.
- 31.
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- 35. Questions? Khulisa ManagementServices 26 7th Avenue Parktown North 2193 jbisgard@khulisa.com
Editor's Notes
- #3 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
- #4 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
- #5 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.
- #6 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
- #8 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.
- #9 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
- #10 In other words, is the work you are doing driven by data?
- #19 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.
- #20 e.g if...then...thus
- #21 e.g.
- #22 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
- #23 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
- #24 Choosing the correct methodology The M&E field is wide and varied
- #25 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
- #26 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
- #27 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
- #28 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
- #29 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
- #31 Khulisa SAMEA AfrEA LinkedIN DEVEX
- #34 Tools4dev opendatakit