2. Monitoring and Evaluation (M&E)Monitoring and Evaluation (M&E)
• Day-to-day follow up of activities duringDay-to-day follow up of activities during
implementation to measure progress andimplementation to measure progress and
identify deviationsidentify deviations
• Routine follow up to ensure activities areRoutine follow up to ensure activities are
proceeding as planned and are on scheduleproceeding as planned and are on schedule
• Routine assessment of activities and resultsRoutine assessment of activities and results
• Answers the question, “what are we doing?”Answers the question, “what are we doing?”
What is monitoring?
3. Monitoring and Evaluation (M&E)Monitoring and Evaluation (M&E)
• Tracks inputs and outputs and compares themTracks inputs and outputs and compares them
to planto plan
• Identifies and addresses problemsIdentifies and addresses problems
• Ensures effective use of resourcesEnsures effective use of resources
• Ensures quality and learning to improveEnsures quality and learning to improve
activities and servicesactivities and services
• Strengthens accountabilityStrengthens accountability
• Program management toolProgram management tool
Why monitor activities?
4. Monitoring and Evaluation (M&E)Monitoring and Evaluation (M&E)
• Episodic assessment of overallEpisodic assessment of overall
achievement and impactsachievement and impacts
• Systematic way of learning fromSystematic way of learning from
experienceexperience to IMPROVEto IMPROVE currentcurrent
activities and promote better planningactivities and promote better planning
forfor future actionfuture action
• Designed specifically with intention toDesigned specifically with intention to
attribute changes to intervention itselfattribute changes to intervention itself
• Answers the question, “what have weAnswers the question, “what have we
achieved and what impact have weachieved and what impact have we
What is evaluation?
5. Monitoring and Evaluation (M&E)Monitoring and Evaluation (M&E)
• Determines program effectivenessDetermines program effectiveness
• Shows impactShows impact
• Strengthens financial responses andStrengthens financial responses and
accountabilityaccountability
• Promotes a learning culture focused onPromotes a learning culture focused on
service improvementservice improvement
• Promotes replication of successfulPromotes replication of successful
interventionsinterventions
Why evaluate activities?
6. M & E Process
INPUTS PROCESS OUTPUT OUTCOME IMPACT
Monitoring Evaluation
7. Monitoring and Evaluation (M&E)
TypeType PurposePurpose
Formative/Formative/
BaselineBaseline
Initial assessment of the target populations andInitial assessment of the target populations and
contextual environment. Determines concept andcontextual environment. Determines concept and
designdesign
Process /Mid-Process /Mid-
termterm
Seeks to identify the extent to which plannedSeeks to identify the extent to which planned
activities have been achieved and assesses theactivities have been achieved and assesses the
quality of the activities/servicesquality of the activities/services
OutcomeOutcome
/Endline/Endline
Examines specific program outcomes andExamines specific program outcomes and
accomplishments. What changes wereaccomplishments. What changes were
observed, what does it mean, and if changes areobserved, what does it mean, and if changes are
a result of the interventions?a result of the interventions?
ImpactImpact
/Endline/Expo/Endline/Expo
stst
Gauges the program’s overall impact andGauges the program’s overall impact and
effectiveness. Aims to strengthen design andeffectiveness. Aims to strengthen design and
replication of effective programs and strategiesreplication of effective programs and strategies
Types of evaluation
8. Monitoring and Evaluation (M&E)
MonitoringMonitoring EvaluationEvaluation
Continuous: day-to-Continuous: day-to-
dayday
Periodic: importantPeriodic: important
milestonesmilestones
Documents progressDocuments progress In-depth analysis ofIn-depth analysis of
achievementsachievements
Focuses on inputs andFocuses on inputs and
outputsoutputs
Focuses on outcomesFocuses on outcomes
and impactsand impacts
Alerts managers toAlerts managers to
problemsproblems
Provides managersProvides managers
with strategy andwith strategy and
policy optionspolicy options
Self-assessmentSelf-assessment External analysisExternal analysis
Monitoring vs evaluation
9. Monitoring and Evaluation (M&E)
LevelLevel DescriptionDescription FrequencyFrequency
InputsInputs Resources that are put into the project.Resources that are put into the project.
Lead to the achievement of theLead to the achievement of the
outputsoutputs
ContinuousContinuous
OutputsOutputs Activities or services that the project isActivities or services that the project is
providing. Outputs lead to outcomesproviding. Outputs lead to outcomes
QuarterlyQuarterly
OutcomeOutcome
ss
Changes in behaviors or skills as aChanges in behaviors or skills as a
result of the implemented project.result of the implemented project.
Outcomes are anticipated to lead toOutcomes are anticipated to lead to
impactsimpacts
2-3 years2-3 years
(short to(short to
medium term)medium term)
ImpactsImpacts Measurable changes in health status,Measurable changes in health status,
particularly reduced STI/HIVparticularly reduced STI/HIV
transmission and reduced AIDStransmission and reduced AIDS
impact. Impact results are effects ofimpact. Impact results are effects of
3-5 years3-5 years
(long term)(long term)
M&E Framework
10. Monitoring and Evaluation (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
Conclusion: Why M&E?
Examples Formative assessment will identify who the target population is, where they live, lifestyles, culture etc. Anything that gives insight into the lives of the target audience that will help us to design an appropriate intervention Process: We are looking at how the actual implementation was done. If we had planned to recruit 20 peer educators, did we manage that, how did we do the recruitment, what were the challenges. Outcome: Did knowledge on HIV/AIDS increase because of our intervention, are more people using condoms, are people having less casual partners etc. You have to have had a baseline. If KAPB was conducted, it is repeating it and comparing results from before and after intervention. Impact: Did the program reduce the number of new infections, have we stopped or reduced the number of STIs, has the health of target population improved because of our program. The measurements for these require biological data which is not easy to collect. The required data may also need an experiment or long study. It is scientifically verified.
Examples: Inputs: are things we put in the program such as the money to run the program, the human resources, training, equipment and any other resources we have put in to make the intervention possible. Outputs: are the activities or service we provided. How many peer educators did we recruit, train, how many meeting did we conduct, how many condoms did we distribute, how many people did we reach, how many information sessions did we conduct, what pamphlets or posters did we give etc Outcomes: have people changed their behaviors. Are people now using condoms, do they have less casual partners, are they abstaining, can they now insist on condom use, has their knowledge improved compare to before the program? Impact: Did the program reduce the number of new infections, have we stopped or reduced the number of STIs, has the health of target population improved because of our program?. The measurements for these require biological data which is not easy to collect. The required data may also need an experiment or long study. It is scientifically verified
