Volume I: PCM Training Manual Narrative

Module 5:

Project Monitoring & Evaluation (PME) in

Project Cycle Management

Final Version

August 2016

By Piseth Vann
Reviewed by Songsatit Kittikhunwatchana
 Table of Contents

Abbreviation ......................................................................................................................................... 4
1. General Introduction .................................................................................................................... 5
1.1. Self-Introduction .......................................................................................................................................5
1.2. Objectives of the M&E training module ................................................................................................5
1.3. Contents of the M&E module .................................................................................................................5
1.4. Pre-Test of the M&E module ..................................................................................................................7
2. Overview of Project Monitoring & Evaluation (PME) .................................................................. 7
2.1. What is Project Monitoring & Evaluation? ............................................................................................7
2.2. Why is it important in PCM? ...................................................................................................................8
2.3. How to ensure obtaining effective PME? .............................................................................................8
2.4. Recommended tools and/or techniques to be used in PME .............................................................9
3. M&E in Project Cycle Management ............................................................................................. 9
4. M&E System and Framework ..................................................................................................... 11
4.1. Elements of a good M&E system ....................................................................................................... 14
4.2. Tasks in Monitoring and Evaluation (M&E)....................................................................................... 16
4.3. Key steps in setting M&E system ....................................................................................................... 17
4.4. Key Criterion for Monitoring and Evaluation (M&E) ......................................................................... 18
4.5. Planning and Steps for Project Monitoring & Evaluation (PME).................................................... 21
5. Database Management System (DMS) ...................................................................................... 23
5.1. What is DMS?........................................................................................................................................ 23
5.2. Why DMS is important in Project Cycle Management? .................................................................. 23
5.3. How to do it? and suggested tools such as: ..................................................................................... 23
6. M&E Approaches ........................................................................................................................ 25
6.1. Utilizing Logical Framework Approach (LFA) ................................................................................... 26
6.2. Understanding about Indicators.......................................................................................................... 27
6.3. M&E Planning and Implementing or launching ................................................................................ 28
7. M&E Report ................................................................................................................................. 29
7.1. What is M&E report? ............................................................................................................................ 29
7.2. Why is it important to have M&E report?........................................................................................... 29

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 7.3. Process of Reporting and Dissemination .......................................................................................... 29
7.4. Characteristic of good M&E reporting ................................................................................................ 32
8. Post-Test and Evaluation ........................................................................................................... 32
8.1. Post test and evaluation ...................................................................................................................... 32
8.2. Wrap up the M&E session, provide certificate and closing the training ....................................... 32
9. Reference page ........................................................................................................................... 33
9.1. Session Plan for the M&E module ..................................................................................................... 34
9.2. All resources and materials ................................................................................................................. 38
9.3. Glossary of Terminologies ................................................................................................................... 39

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Abbreviation

CBOs Community Based Organizations

CREAM Clear, Relevant, Economic, Adequate and Monitorable

CEO Chief Executive Officer

DAC Development Assessment Criteria

ED Executive Director

IFRC International Federation of Red Cross and Crescent

ITT Indicator Tracking Table

Logframe Logical Framework

LFA Logical Framework Analysis

MoU Memorandum of Understanding

NGOs Non-Governmental Organizations

OECD Organization for Economic Cooperation and Development

OVI Objectively Verifiable Indicators

PMER Program or project monitoring and evaluation report

KPI Key Performance Indicator

SMART Specific, Measurable, Achievable, Realistic and Timeframe

TORs Terms of References

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 1. General Introduction
Objective: After this session, participants/trainees will understand about training objectives of the
module, contents to be covered, and competed pre-test of the M&E module.

Material needed: Flipcharts, color papers, markers, handouts and LCD for PowerPoint presentation

Time needed: About 60 minutes (include pre-test time)

Steps:

Step1: After registration of participants/trainees, introduction, sharing expectations about M&E in any
project or program and conduct pre-test.

1.1. Self-Introduction
The Trainer warms up the class by greeting participants by saying “Good morning everyone” and asks
general questions about their well-being or travelling etc. Then the Trainer introduce the session by
inviting everyone to introduce him/herself1.

1.2. Objectives of the M&E training module

This Project Monitoring & Evaluation is the last module of the Project Cycle Management which is
intended to assist participants, especially NGOs and CSOs Leaders/Managers to understand the
processes, methods, approaches and tools for effective monitoring and evaluation of a project or
program being implemented by their organizations/institutions.
By the end of this training course on M&E module, the participants/ trainees will:

• Understand key elements of project monitoring and evaluation and its cycle within
the project or program
• Understand key functions of M&E in project or program, system and framework as
well as evaluation criteria
• Understand and adopt some methods and tools for effective project Monitoring&
Evaluation
• Understand about database management system (DMS) that could help project staff
to install and use that database for tracking their performance
• Understand and adopt some reporting template to use in their organization.

1.3. Contents of the M&E module

There are 8 main sessions included in this module:
1) General Introduction
 Self-introduction
 Objectives of the modules

1
There are many ways to self-introduction or warm up during this first stage of the session including pairing participants to
interview each other about name, family status and expectations right away.

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  Contents of the module
 Pre-test of the module

2) Overview of M&E module

 What is project PME?
 Why is PI important in PME?
 How to ensure obtaining effective PME?
 Recommended tools and/or techniques to be used in PME

3) M&E in Project Cycle Management (PCM)

 Definitions
 Why M&E important in PCM?
 The differences between Monitoring & Evaluation

4) M&E System and Framework,

 Elements of a good M&E system
 Tasks in Monitoring and Evaluation (tasks for monitoring and tasks for
evaluation)
 Steps in Monitoring and Evaluation (steps for monitoring and steps for
evaluation)
 Key Criterion for Monitoring and Evaluation
 Planning and steps for Project Monitoring and Evaluation

5) M&E and Database Management System (DMS),

 What is DMS?
 Why DMS is important in Project Cycle Management
 How to do it? and suggested tools

6) M&E Approach
 Utilizing Logical Framework Approach
 Understanding about Indicators
 M& Planning and Implementing or launching

7) M&E Report and

 What is M&E report?
 Why is it important to have M&E report?
 Process of reporting and dissemination
 Characteristic of good M&E reporting

8) Post-Test and Evaluation

 Post test and wrap up the session

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1.4. Pre-Test of the M&E module
The Trainer informs the participants about M&E Pre/Post Test and distributing the Pre-test form to all
participants by setting time about 15-20 minutes. Trainer should inform participants that this pre-test is
not intended to put the scores and subject to certificate qualification but just want to measure the
knowledge of the participants before and after the training only.

2. Overview of Project Monitoring & Evaluation (PME)

Step 2: As the session begins, give an overall picture of Project Cycle Management, especially in
relation to M&E part (see the slide presentation, Session 1 on Overview of M&E). After that trainer will
ask participants to brainstorming on what is Project M&E (PME) in general and trainer needs to write
down on flip chart.

2.1. What is Project Monitoring & Evaluation?

2.1.1. Definition of “PME”

Each development organization typically has its own definition for monitoring, evaluation and other
development terms and concepts.

What is project PME?

It is a process that helps improve performance and achieve results of the project. Its goal is
to improve current and future management of outputs, outcomes and impact.

“Monitoring” definitions:
• A management activity that allows a continuous adaptation of the intervention if
problems arise or if changes in the context have an influence on the performance of
the operation1.

• The systematic collection of information on all aspects of the project while it is being
implemented1.

• 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 results1.

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After giving definition on Monitoring, then the trainer give definition on Evaluation, as following:

“Evaluation” definitions:
• A systematic and objective assessment of ongoing or completed project. It makes
comparison of the outcomes of the project with planned ones.

• An assessment, as systematic and objective as possible, of an ongoing or completed

project, program or policy, its design, implementation and results. The aim is to
determine the relevance and fulfillment of objectives, developmental efficiency,
effectiveness, impact and sustainability. An evaluation should provide information
that is credible and useful, enabling the incorporation of lessons learned into the
decision-making process of both recipients and donors.

• The process of determining the worth or significance of a project to determine the

relevance of objectives, the efficacy of design and implementation, the efficiency or
resource use, and the sustainability of results. An evaluation should (enable) the
incorporation of lessons learned into the decision-making process of both partner and
donor.

2.2. Why is it important in PCM?

Then, the Trainer will ask participants why it is important?andTrainer needs to write answers from
participants down on the flip chart.

Monitoring and evaluation are critical for building a strong, global evidence base around
violence against women and for assessing the wide, diverse range of interventions being
implemented to address it. At the global level, it is a tool for identifying and documenting
successful programs and approaches and tracking progress toward common indicators
across related projects.

It is important to remember that:

✓ Evaluation requires study design.

✓ Evaluation sometimes requires a control or comparison group.
✓ Evaluation involves measurements over time.
✓ Evaluation involves special studies

2.3. How to ensure obtaining effective PME?

To be an effective for project monitoring and evaluation, the organization needs to ensure that it have
adequate resources (human and financial resources) allocated to this particular task. All relevant data
or information (baseline and endline data) is needed to be in place to guide and support decision during
the project implementation and even dealing with designing any policy for the organization.

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 2.4. Recommended tools and/or techniques to be used in PME

Step 3: After explaining participants about how to ensure obtaining effective PME, then the Trainer will
need to show the recommended tools or techniques to be used in PME. These tools are:

✓ Logical Framework Analysis (LFA),

✓ Environmental Impact Assessment (EIA),
✓ Social Impact Assessment (SIA) and
✓ Strength, Weakness, Opportunity and Threat (SWOT) analysis. But the most
recommended techniques in this purpose should be
✓ Logical Framework Analysis (LFA).

3. M&E in Project Cycle Management

Step 1:Trainer needs to explain about M&E in Project Cycle Management by stressing why it is
important to have M&E in the cycle? Trainer needs to explore the current understanding from the
participants by asking questions for big group brainstorming before the trainer summarizing the
definitions. After that trainer can show the graphic as in the Power Point of the session 3, M&E in PCM)
3.1. Definitions

M&E cycle is similar to Project Cycle Management (see graphic below) that started from Initial
Assessment stage (addressing on initial needs assessment), Planning stage (Project Design Logframe,
M&E Planning & Baseline study), then will arrive at Implementation, Monitoring & Evaluation stage
(include Midterm evaluation and/or reviews, final evaluation/endline survey and dissemination, use of
lessons and possible longitudinal evaluation). Organizations or institutions internally need to carry out
reporting, reflection and learning as part of its organizational culture and practice.

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 3.2. Why M&E important in PCM?
A well-functioning M&E system is a critical part of good project/program management and
accountability. While you implementing activities as indicated in your workplan, it is important to have
regular monitoring and evaluation in order to provide timely and reliable M&E information to:

• Support project/program implementation with accurate, evidence based reporting that

informs management and decision-making to guide and improve project/program
performance.
• Contribute to organizational learning and knowledge sharing by reflecting upon and
sharing experiences and lessons learned so that we can gain the full benefit from what
we do and how we do it.
• Uphold accountability and compliance by demonstrating whether or not our work has
been carried out as agreed and in compliance with established standards and with any
other donor requirements.
• Provide opportunities for stakeholder feedback, especially beneficiaries, to provide input
into and perceptions of our work, modeling openness to criticism, and willingness to
learn from experiences and to adapt to changing needs.
• Promote and celebrate our work by highlighting our accomplishments and
achievements, building morale and contributing to resource mobilization.

3.3. The differences between Monitoring & Evaluation

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Step 2: Trainer will ask participants the key words between “M” and “E” what that means? Ask
participants about what different between M and E are? Trainer may also want to discuss real term in
local language and explore them with question of what and why?

• Monitoring is ongoing and tends to focus on what is happening. Monitoring data is typically
used by managers for ongoing project implementation, tracking outputs, budgets,
compliance with procedures, etc.

• Evaluation is a process of assessing whether the project has achieved its intended
objectives. By drawing conclusions, evaluation intends to provide recommendations for the
improvement on the future course of the project as well as lessons learned for other
projects. Some big organizations use specific criteria when they do evaluation. Often, the
main criteria assessed are efficiency, effectiveness and impact. Also, relevance and
sustainability are usually included.

Monitoring Evaluation

Why? ✓ Check progress, ✓ Assess progress and worth,

✓ Inform decisions and remedial ✓ Identify lessons and recommendations for
action, longer-term planning and
✓ Update project plans, ✓ Organizational learning;
✓ Support accountability ✓ Provide accountability
When? Ongoing during project/program Periodic and after project/ program

Who? Internal, involving project/program Can be internal or external to organization

implementers

Link to logical Focus on inputs, activities, Focus on outcomes and overall goal
outputs and shorter-term
hierarchy
outcomes

In this session, trainer needs also talk about other terms being used such as Reviewing, Auditing,
Reflection, Assessment etc., when most people talk about project management.

4. M&E System and Framework

Objective: After this session, participants/trainees will be able to understand key functions of M&E in a
project or a program, its system and framework, and criteria for evaluation.

Material needed: Flipcharts, markers, handouts and LCD for PowerPoint presentation

Time needed: About 115 mins

Steps:

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Step 1:The Trainer shows the Image of a comprehensive M&E system and framework (below) of a
program or project that needs to improve a certain situation in rural area of any particular sector of
development. Facilitator/ trainer will explain the problem connection to vision and down flow to project
design with logframe etc., and proposed numbers of inputs—outputs—outcomes—impacts, and the
whole picture of required monitoring and tracking system. (See Slide Presentation No 40)

• M&E needs to be understood as an integrated reflection and communication system within the
project that must be planned, managed and resourced and utilized it.

• A well-functioning M&E system helps guide the intervention strategy and ensure effective
operations for all key stakeholders. It is one part of the overall management of the project. Each
stage of the project cycle requires certain key M&E tasks to be carried out by specific
stakeholders.

• A detailed M&E plan is developed during project start-up and needs to be documented clearly
and shared with those who are to implement it. The M&E system will itself need to be monitored
and updated regularly during the life of the project.

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The M&E system has two layers which are (see graphic above):

Inner cycle is about Monitoring, which involves 6 steps

1. Identify Project Objectives and Strategies: This part could be referred to project
design/planning stage. If it is not clearly developed during planning or design stage, this time
M&E officer and management staff need to determine it.

2. Setting Indicators: This part is also referred to the project design/planning stage that
organization or institution had developed especially indicators and targets or milestones that the
project or program wants to be achieved.

3. Selecting the Tools and Techniques: There are several tools and techniques which are used
for data collection including Participatory Rural Appraisal (PRA) or Rapid Rural Appraisal (RRA),

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 Agri-Ecosystem Analysis (AEA) tools etc. Those tools could be used either a participatory or
empowerment way depends on thematic issues, context of the project or program.

4. Collecting Data: data collection which is referred to secondary and primary data collection
using tools and techniques above. Team of data collectors, data enumerators, data entry and
interpreters must be mobilized and worked.
5. Analyze the Results: Once the data are collected or collated, then data need to be analysed
and written in a narrative way and easy to understand by all stakeholders.

6. Use the Learning to Improve: After all findings are presented key lessons needed to be taken
and learned to improve next phase of project or program design/planning again.

Outer cycle is about Evaluation, which involves 5 key criteria for any project evaluation:
1. Relevance:The extent to which the objectives of a project are consistent with the target group’s
priorities and the recipient and donors' policies. The assessment will look at the project’s
services is met or responded to beneficiaries needs.

2. Effectiveness: The assessment will look at whether the project or program has achieved its
stated objectives and goal during that setting timeframe (or life cycle of the project).

3. Efficiency: The assessment will look at how the organization or project staff had utilized
resources to achieve such particular objectives and goal. Sometime misused of funds or
materials resources were not make the project or program successful.

4. Sustainability: The assessment will look at the perception or views of beneficiaries and other
stakeholders related to whether or not the project or program can be sustainable after the
project completion or after the project phased out from that area.

5. Impact: The assessment will look at the positive changes arising from the project or program
including change in behaviors, practices, change in living condition and change in policies.
To assess or evaluate the project or program, the evaluator/ evaluation team will use different tools and
techniques for data collection, semi-structure interview and focus group discussion and self-
assessment forms. Some support documents such as financial reports could be also helpful to verify
the use of funds (expenses) for the project implementation/activities.

4.1. Elements of a good M&E system

Step 2: The Trainer starts to brainstorm participants in general on what should be a good M&E system?
There are five elements of good M& E system, including:

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 1) A capable Monitoring and Evaluation staff unit: The organization should have a
separate M&E Unit/ Department which has number of staff in charge of this
unit/department.

2) Clear goals and objectives of the project:The organization is always have set
clear goal and objectives for its mandate and have aligned to the rest of project/
program that it will operate throughout the period of time.

3) A core set of indicators and targets: All programs or projects needcore set of
indicators and clear targets to be achieved in each semester or annually. These
indicators and targets are found in the program or project logframe.

4) A plan for data collection and analysis: As becoming as a mandatory, all

programs or projectsit require data collection and analysis to set their indicators
and targets in a smart and reliable way. So that data collection and analysis
plan must be part of its priority and data collection should be done during
baseline survey/ assessment.

5) A plan for data dissemination:One Once the data collection, analysis and report
are completed, the organization needs to disseminate that result to relevant
stakeholders, project partners and its donors.

Good and Not Good M&E system can be as shown in the table below:
M&E Unit

Not So Good Good

• No functioning unit for M&E in the •

Established M&E unit within the Department,
organization/ Ministry/ department Ministry and organization
• 1 or 2 persons responsible for the whole • Specific expertise in or affiliated with the unit:
country (M&E, behavioral, statistics, data
• Very limited resources for M&E dissemination)
• No formalized links with technical and other• Budget (10% of the national/overall budget)
resources • Formalized links with the research/ academic
institutions, leading NGOs and donors
Clear Goal and Objectives of program/project

• National strategic plan has no specific goal • Well-defined national, regional program,
and objectives programme, project goals and targets (M&E
• No system of ongoing assessment with plan)
programs/projects reviews and built-in • Regular reviews/evaluations of the progress of
evaluation the implementation of the national program,
• Limited coordination with districts and programme, project plans
provincial level • Guidelines and guidance to programme,
• Limited coordination between sectors project,districts and or provinces for M&E

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 • Donor-driven M&E system •Guidelines for linking M&E to multiple sectors
•Co-ordination of national and donor M&E
needs
A Set of Indicators and Targets

• No indicators or indicators that cannot be • A set of prioritized indicators and additional

measured indicators that cover program monitoring,
• Indicators that cannot be compared with program outcomes and impact - M&E plan
past indicators or with other countries • Selection of indicators through process of
• Indicators are only used for donors and involving multiple stakeholders and
each donor has its own set of indicators maintaining relevance and comparability
• Indicators are irrelevant to those who • Utilization of past and existing data collection
collect the data efforts to assess national trends.
• Each sector uses its own indicator
A plan for data collection and analysis

• M&E is an ad-hoc activity without a plan, • An overall national level data collection and
mostly driven by donors analysis plan, linked to the national strategic
• Data are collected but not analyzed plan
sufficiently / utilized • A plan to collect data and analyze indicators
• There is no systematic monitoring of at different levels of M&E (program
program inputs and outputs. monitoring)
• Second generation surveillance, where
behavioral data are linked to surveillance
data.
A plan for data dissemination

• Dissemination is ad hoc and not planned or • Overall national level data dissemination plan
coordinated • Well-disseminated informative annual report
• Annual surveillance report is much delayed of the M&E unit
not user friendly and not well disseminated • Annual meetings to disseminate and discuss
• Dissemination to the districts and regions is M&E and research findings with policy-makers
not done and planners
• Dissemination activities are donor driven • Clearinghouse / Resource centre at national
level

4.2. Tasks in Monitoring and Evaluation (M&E)

Step3:Trainer will need to explain the tasks of M&E (which is not a separate word) in any project or
program implementation. Because once it become a system, then these tasks of M&E will also
compulsory for organization, especially staff in charge of M&E unit.

A. Tasks in M&E: There are six tasks in monitoring (based on International Fund for Agriculture
Development- IFAD, 2002), includes:

• Task 1: Early Design Phase (Formulation & Approval)

1) Setting scope & purpose

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 2) Setting key performance questions, indicators and mechanisms
3) Identify organizational arrangement for M&E
4) Indicative M&E budget
5) Document the above as M&E framework

• Task 2: Start-up prior to project funding (with special operating fund)

6) Review the key performance questions, indicators, monitoring mechanisms, and project
strategy
7) Initiate baseline study
8) Train few potential staff on M&E
9) Prepare Project Implementation Plan (PIP) with few key staff

• Task 3: Start up after project funding

10) Review project design in relation to M&E with the key stakeholders
11) Prepare detailed M&E Plan according to the partnership arrangements
12) Put in place required manpower, capacity and conditions for M&E implementation

• Task 4: During project implementation

13) Ensure management has required information
14) Facilitate regular review meetings/communication with implementers
15) Prepare annual reviews and support supervision missions
16) Conduct focus studies or emergency issue
17) Communicate results to the stakeholders

• Task 5: Midterm Review (MTR) or Evaluation

18) Facilitate MTR or evaluation internal or external process
19) Assist in response to the MTR or evaluation feedback
20) Assist in project plan/ design review as per MTR or evaluation recommendations
21) Adjust the M&E system if needed

• Task6: Project phase-out or completion

22) Conduct end-of-project evaluation and/or impact study
23) Find out how the impacts will be sustained
24) Hold workshop and do field studies
25) Articulate lessons learned for the next phase or other projects

4.3. Key steps in setting M&E system

Step 4: The trainer will have some break before going into M&E system and process which involves
other steps also when developing M&E system.
There are six steps in setting up M&E system:
After, explaining about task of M&E, now, The Trainer need to explain participants about steps in
setting up M&E system.

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 Why do we need M&E and how comprehensive should our
Step 1: Identify/
M&E system be? This should also be linking to program or
establish purpose and project strategy that included Goals, Objectives,
scope Activities/Process, Inputs, Outcomes, and Impacts.

Step 2: Identify What do we need to know to monitor and evaluate the project
performance question, in order to manage it well? and what performance progresses
information needs and be monitored?
indicators

Step 3: Planning How will the required information be gathered and

information gathering organized? M&E data collection in different methods and
and organization tools should also be considered.

Step 4: Planning critical How will we make sense of the information gathered and use
reflection process and it to make improvements for our project or program?
events

Step 5: Planning for How and to whom do we want to communicate what in terms
quality communication of our project activities and processes?
and reporting

Step 6: Planning for the What is needed to ensure our M&E system actually works?
necessary conditions Use the learning to improve our project is the best way in this
and capacities step.

4.4. Key Criterion for Monitoring and Evaluation (M&E)

Step 5:The Trainer should ask participants to brainstorm on what should be key criteria for evaluation?
Then facilitator/ trainer should show the slide for Evaluation’s criteria commonly used by international
and national organizations in the world, after all, the Trainer will explain that:

• Most development organizations (national, international and UN agencies) use the

Development Assessment Criteria (DAC) which is adopted from the Organization for
Economic Co-operation and Development (OECD).
• DAC uses 5 key evaluation criteria below.
• Each development organization typically uses its own definition for the criteria

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1) Relevance:
Is the extent to which the aid/assistance activity is suited to the priorities and policies of the
target group, recipient and donor?

2) Effectiveness:
Is the extent to which an intervention has or is likely to achieve its intended, immediate results?

3) Efficiency:
Is defined as the extent to which results have been delivered in the least costly manner possible
– a measure of how economically resources/inputs (funds, expertise, time, etc.) are converted
to results.

4) Impact:
Is the positive and negative changes produced by a development intervention, directly or
indirectly, intended or unintended. This involves the main impacts and effects resulting from the
activity on the local social, economic, environmental and other development indicators. The
examination should be concerned with both intended and unintended results and must also
include the positive and negative impact of external factors, such as changes in terms of trade
and financial conditions.

5) Sustainability:
Is the ability to generate results after the external support has been discontinued? While a
project is limited by time, the benefits should continue and the activities should be developed
and/or improved further long after the project has ended, without the need for external inputs.

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Some key questions and data sources related to Monitoring2

These questions are addressing at the input, activities and outputs level. The key questions are:
1. Are finance, personnel and materials available on time and in the right quantities and quality?
2. Are activities being implemented on schedule and within budget?
3. Are activities leading to expected outputs?
4. How do beneficiaries feel about the work?
5. Are outputs leading to achievement of the outcomes?

2
IFRC Project/Program M&E Guide, 2011, P11

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Some key questions and data source related to Evaluations3

These questions are addressing at the input, activities and outputs level. The key questions are:

1. Were outputs deliveries economically?

2. Were activities implemented on schedule and within budget?
3. Were stocks of items available on time and in the right quantities and quality?
4. Did the outputs lead to the intended outcomes?
5. Were the operation’s objective achieved?
6. Were there any unplanned or unintended changes?
7. What changes did the project bring about?
8. Are the benefits likely to be maintained for an extended period after assistance ends?
9. Were the operation’s objectives consistent with beneficiaries’ needs?

4.5. Planning and Steps for Project Monitoring & Evaluation (PME)

Step 6: The Trainer need to provide clear explanation on the planning and steps for PME, which
including 6 steps as following:
A. Steps in Project Monitoring

• Step 1: Identify Project Objectives and Strategies: Specify the Intervention (Goals,
Objectives, Activities/Process, Inputs, Outcomes, and Impacts)

3
IFRC Project/Program M&E Guide, 2011, P14

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 • Step 2: Setting Indicators: Needs of Information, Performance Monitoring and SMART4
Indicators

• Step 3: Selecting the Tools and Techniques: Select strategy for M&E Data collection in
different methods from existing and new sources.

• Step 4: Collecting Data: Set baseline and realistic Targets for Objectively Verifiable
Indicators (OVI) of performance

• Step 5: Analyse the Results: Design and Implement Monitoring tools/system (manual and
computerized)

• Step 6: Use the Learning to Improve: Use of monitoring data in project Evaluation, Planning,
Management and Reporting.

B. Steps in Project Evaluation

Step 7: The Trainer needs to draw participant attention on the 5 steps for Project Evaluation that is part
of the Roles and Responsibilities of the M&E Unit/ Department. Evaluation steps are included:

• Step1: Implementing M&E Plan: Knowing when should midterm and final term evaluation be
started for your program/project

• Step2: Develop clear Terms of References (TORs) and budget for evaluation: This is an
important job. Without clear TORs and enough budget allocation to evaluation, the
organization will not know the progress, developmentand impacts of the project.and event
cannot closing the project.

• Step3: Recruit qualified external consultant or team of consultant:Priorto carry out evaluation
task based on your agreed TORs, terms and conditions.

• Step4: Coordinate/ facilitate consultant or team of consultant: Your M&E Unit/Department

staff will facilitate consultant team to perform the task including assisting in logistic
arrangement (contact key informants, beneficiaries groups, stakeholders etc.,)

• Step5: Take actions / recommendations for next implementation phase: After report is
concluded and finalized, your organization and management team will need to consider and
take appropriate actions from the report’s recommendations and for development of next
phase/ cycle of the project.

Before finish session 4 on M&E system, the Trainer needs to ask participants again and again if there is
something or key points that they do not understand and trainer needs to make it clarified again.

4
SMART= Specific, Measurable, Achievable/Attainable, Realistic/Result-Oriented and Time-bound

22 | P a g e
 5. Database Management System (DMS)
Objective: After this session, participants/trainees will be able to understand key functions of database
management system in supporting M&E to be effective and efficient implementation for any project or
program.

Material needed: Flipcharts, markers, handouts and LCD for PowerPoint presentation

Time needed: About 155minutes

Steps:

Step 1: The Trainer needs to assist participants/ trainees to review their knowledge and understanding
on database by asking what database and what the DMS are, why this DMS important through
brainstorming in the classroom.

5.1. What is DMS?

A Database Management System (DMS) is system software for creating and managing
databases for any project. The DMS provides users with a systematic way to create, retrieve,
update and manage data for your projects or program. Your database can be stored, modified
and extracted information for any purposes.

5.2. Why DMS is important in Project Cycle Management?

A database management system is important because it manages data efficiently and allows
users to perform multiple tasks easily. A database management system stores, organizes and
manages a large amount of information within a single software application.

5.3. How to do it? Some suggested tools as follow:

Step2: The trainer needs to ask participants if they have heard something about database software
before and also encourage them to explain what database software is for and its usefulness.how they
feel it is useful?
Based on what kinds of information or data you need, you can enter, store and process data using
different software or Microsoft application.
Those recommended software applications are:

SPSS is a short acronym from “Statistical Package for the Social Sciences”
that this is widely used among research organization/ institutions. SPSS23 | P a g e
software can be allowed for storing different file types, survey coding, data
entry, and data analysis or interpretation.
24 | P a g e
 SMART SHEET: Smart sheet is a software program that is an intuitive online
project management tool enabling teams or organization to increase
productivity using cloud, collaboration & mobile technologies. Smartsheet is
allowing you to keep track of your project on Tasks, start date, end date,
duration, predecessor, % complete, assign to, at risks and timeframe (years of
implementation). You can get it from https://app.smartsheet.com/b/home

Microsoft Access: MS Access is a database management system (DMS) from

Microsoft that combines the relational Microsoft Jet Database Engine with a
graphical user interface and software-development tools. MS Access has
similar function to Smartsheet that allow you to keep track of your program or
projects with different contents in the Software. These contents can be starting
access, creating a new database, opening an existing database, importing data
from other applications, and compacting your database.

Microsoft Excel: MS Excel can be also used for documenting, storing data or
statistic that is required by your organization/ institution. You can use MS Excel
for workplan and budget formulation and is easy for keep track on your project
implementation and M&E.

Step2: Trainer needs also explain participants that each of software will be used in different purposes in order to
help project manager and staff easy to control, to operate and track any progress of the project implementations.
Trainer also needs to illustrate that learning each database (e.g. SPSS) will require another 1 or 2 weeks to be
able to work on it effectively that includes data entry, data coding, data analysis and data interpretation and
writing etc.,

Before finish off this session, trainer also needs to check participants if anyone really want to study on any of
these presented tools or for other tools.

6. M&E Approaches

Objective: After this session, participants will be able to understand and adopt some of the
approaches and tools and identify appropriate indicators of M&E for the organization
Material needed: Flipcharts, markers, handouts and LCD for PowerPoint presentation
Time needed: About 60 minutes
Steps:
Step 1: Explain to participants that there are many approaches/methods and tools have been
developed and used by organizations and they’ve been used differently. Design and use M&E depends
on the intended purpose. After that, trainer can list some of the core approaches used by IFAD, as an
example:

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There are different kinds of M&E approaches and tools. All methods were classified in different sectors.
Totally there were up to 34 methods of M&E (IFAD, Annex D). However, the core methods
recommended are:
(1) stakeholder analysis,
(2) documentation review,
(3) biophysical measurements,
(4) direct observation,
(5) cost-benefit analysis,
(6) questionnaires and surveys,
(7) semi-structure interviews, and
(8) case studies with best practitioners, model farmers etc.,
UN agencies and USAID and other international NGOs working on environment, poverty alleviation and
emergencies recommended the use of logframe analysis (LFA) as the basis to work for results- based
management and effective M&E tool.

6.1. Utilizing Logical Framework Approach (LFA)

Step2: Trainer needs to ask participants of the LFA and please also refer back to the module 2 of the
Project Cycle Management course.

Trainer will also assist participants/trainees to revisit about LFA that:

“ The Logical Framework or Logframe in short, is one of the principal tools used by the international
development organizations to help design projects to achieve measurable and realistic results. It was
pioneered for USAID in the 1970s and has since been widely adopted by multilateral and bilateral
agencies, NGOs, governments and implementers”. The Logframe is useful to both managers and
evaluators at every stage of the project cycle. It is a vehicle for organizing a large amount of information
in a coherent and concise manner, assisting with the design, implementation and evaluation of projects
(USAID, 2012).Formulation of a logframe involves a systematic analysis of the different components of
a project. It is a stepwise and logical process including:

• Step 1: Define a goal

• Step 2: Formulate set of objectives
• Step 3: Determine the outputs (expected results)
• Step 4: Describe the activities (inputs)

ThisLogframe is detailed in Project Cycle Management (PCM) course, (Re Module 02).

26 | P a g e
 6.2. Understanding about Indicators

Step 3: Ask participants to brainstorm on “What is an indicator?” Let them answers and write down on
flip charts what participants said. After that giving some definition as following:

Indicators are measure of progress or lack of progress used to assess progress towards meeting
stated objectives. An indicator should provide, where possible, a clearly defined unit of
measurement and a target detailing the quantity, quality and timing of expected results (AusAID,
2005).

For example:
• Number of youth who participate in vocational training
• Number of communities where the program has operated
• Number of partner staff members who attend training
• Percentage of the population who live below the poverty line
• Percentage of employment or unemployment of a particular group of the population
• Number of training or workshop conducted
• Number of promotional campaign materials (e.g. poster, fliers…) distributed
• Percentage of the population who are literate or illiterate
• Number or percentage of the population who are infected by a particular disease (e.g.
HIV/AIDS)

Please make the participant know that “Indicators” need to be SMART or CREAM:

✓ S = Specific
✓ M = Measurable
✓ A = Achievable or Attainable
✓ R = Realistic or Result Oriented
✓ T = Time-bound

Or

The “CREAM” of Good Performance Indicators

✓ Clear = Precise and unambiguous

✓ Relevant = Appropriate to subject at hand
✓ Economic = Available at reasonable cost
✓ Adequate = Sufficient to assess performance
✓ Monitorable = Amenable to independent validation

Talking about Project Indicators and its formulation of indicators, please refer to PCM course Module
02.

27 | P a g e
 6.3. M&E Planning and Implementing or launching

Step 3: The Trainer to explain about M&E planning and implementation. Because it linking the
commitment of organization and also budgeting for M&E works (see table below).

It is best to begin systematically planning the M&E and related budget early in the project/program
design process so that adequate funds are allocated and available for M&E activities.

No Description Responsible When Cost (USD)

1 Baseline survey M&E Officer, XX/XX/XXXX $
2 Monthly report Project Manager/officer XX/XX/XXXX $
3 Quarterly report M&E Officer XX/XX/XXXX $
4 Annual report ED/CEO XX/XX/XXXX $
5 Midterm evaluation M&E Consultant XX/XX/XXXX $
6 Final Evaluation M&E Consultant XX/XX/XXXX $
7 Capacity Development HR Manager XX/XX/XXXX $
8 Context monitoring M&E officer XX/XX/XXXX $
9 Beneficiary monitoring M&E officer XX/XX/XXXX $
10 Donor report ED/CEO XX/XX/XXXX $

• Itemize M&E budget needs: If M&E planning is done systematically, identifying key steps
and people involved, detailing budget items should be straightforward. Start by listing M&E
tasks and associated costs. A planning table for key M&E activities can be prepared to
guide the process. If there is a required format for itemizing budget items – e.g. within the
implementing organization or from the donor – adhere to the format or an agreed-upon
variation. Otherwise, prepare a spreadsheet clearly itemizing M&E expenses. It is
particularly important to budget for any “big-ticket items”, such as baseline surveys and
evaluations. Examples of budget main items categories are Human resources and Capital
expenses and these should be further broken down. Matching the spreadsheet, a
description justifying each line item can help guard against unexpected budget cuts.
This M&E budget session is already covered in Module 2 (Please check it again)

• Incorporate M&E costs into the project/program budget: Costs associated with regular
project/program monitoring evaluations should be included in project/program budget, rather
than as part of the organization’s overhead (organizational development or administrative
costs). Therefore, the actual cost of a project/program will be reflected in the budget.

• Review any donor budget requirements and contributions: Identify any specific budgeting
requirements from the funding agency or implementing organization. If multiple funding
sources are utilized, ensure the budget is broken down by donor source. Determine if there
are any additional costs the donor(s) will or will not cover, such as required evaluations,

28 | P a g e
 baseline studies, etc. Check with your finance unit or officer to ensure the budget is
prepared in the appropriate format.

• Plan for cost contingency: Contingency costs in the M&E system refer to unexpected costs
that may arise during project/ program implementation of M&E. It is important to plan for
unexpected contingencies such as inflation, currency devaluation, equipment theft or need
for additional data collection/analysis to verify findings. Although budget planning seeks to
avoid these risks, unexpected expenses can arise.

7. M&E Report

Objective: After this session, participants will be able to understand and adopt some of the report
template to use in their organization
Material needed: Flipcharts, markers, handouts and LCD for PowerPoint presentation
Time needed: About 120 mins
Steps:
Step 1: Explain to participants there are many report formats or templates that have been adopted and
used by different organizations. Show participants some slides on the report format such as:

7.1. What is M&E report?

M&E report is a process that writing up the collected data, key analysis about the project
achievements related to socio-economic, political situation and especially on the achievements
against expected outputs, outcomes and impacts stated in the project or program documents. It will
help improve current and future performance for your organization.

7.2. Why is it important to have M&E report?

M&E reporting is the most important and required by both external donors and internal organization
(Should we include the target group here as well?)to inform decision and stakeholders about project
or program achievements.

7.3. Process of Reporting and Dissemination

Step 2: The Trainer needs to explain step by step the process for writing report on M&E. There are 4
steps in M&E reporting and dissemination process. dof related subject (see below with each detail).

Having defined the project/program’s informational needs and how data will be collected, managed and
analyzed, the next step is to plan how the data will be reported as information and put to good use.
Reporting is the most visible part of the M&E system, where collected and analyzed data is presented
as information for key stakeholders to use. Reporting is a critical part of M&E because no matter how
well data may be collected and analyzed, if it is not well presented it cannot be well used – which can
be a considerable waste of valuable time, resources and personnel. Writing report should be focus on:

29 | P a g e
 1) Identify the specific reporting needs/audience: Reports should be prepared for a specific
purpose/audience. This informs the appropriate content, format and timing for the report.
For example, do users need information for ongoing project/program implementation,
strategic planning, compliance with donor requirements, evaluation of impact and/or
organizational learning for future project/programs?

Why do we need to understand about report audience (internal and external audience)?

Internal versus external reporting

Internal Reporting External Reporting

Primary audience is the project/program team and Primary audience is stakeholders outside of the
the organization in which it operates. immediate team/organization (e.g. donors,
beneficiaries, partner organizations, international
NGOs, and governments).
Primary purpose is to inform ongoing project Primary purpose is typically for accountability,
management and decision-making (monitoring credibility, to solicit funds, celebrate
reporting). accomplishments and highlight any challenges
and how they are being addressed.
Frequency is on a regular basis according to Frequency is less often in the form of periodic
project monitoring needs. assessments (evaluations).
Content is comprehensive in content, providing Content is concise, typically abstracted from
information that can be extracted for various internal reports and focused on communication
external reporting needs. points (requirements) specific to the targeted
audience.
Format is typically determinedby the project team Format is often determined by external
according towhat will best serve the project/ requirements or preferencesof intended audience.
program needs and its organizationalculture.

2) Determine the reporting frequency: It is critical to identify realistic reporting deadlines.

They should be feasible in relation to the time, resources and capacity necessary to
produce and distribute reports including data collection, analysis and feedback. Some
key points to keep in mind in planning the reporting frequency:
a. Reporting frequency should be based upon the informational needs of the
intended audience and donor’s requirement as agreed in the Project Proposal
(if any), timed so that it can inform key project/program planning, decision-
making and accountability events.

b. Reporting frequency will also be influenced by the complexity and cost of

data collection. For instance, it is much easier and affordable to report on a
process indicator for the number of workshop participants than an outcome
indicator that measures behavioral change in a random sample, household
survey(which entails more time and resources).

c. Data may be collected regularly, but not everything needs to be reported to

everyone all the time.

3) Determine specific reporting formats: Once the reporting audience (who), purpose (why)
and timing (when) have been identified, it is then important to determine the key

30 | P a g e
 reporting formats that are most appropriate for the intended user(s). This can vary from
written documents to video presentations posted on the internet. Sometimes the
reporting format must adhere to strict requirements, while at other times there can be
more flexibility. See an example of International Federation of Red Cross & Red
Crescent Society (IFRC) report format below:

Example of International Federation of Red Cross & Red Crescent Society (IFRC) Report Format/
Contents:

1. Project/program information. Summary of key project/program information, e.g. name, dates,

manager, codes, etc.

2. Executive summary. Overall summary of the report, capturing the project status and highlighting key
accomplishments, challenges, and planned actions. Also includes the Federation-Wide Reporting
System (FWRS) indicators for people reached and volunteers.

3. Financial status. Concise overview of the project/program’s financial status based on the
project/program’s monthly finance reports for the reporting quarter.

4. Situation/context analysis (positive and negative factors). Identify and discuss any factors that
affect the project/program’s operating context and implementation (e.g. change in security or a
government policy, etc), as well as related actions to be taken.

5. Analysis of implementation. Critical section of analysis based on the objectives as stated in the
project/program’s logframe and data recorded in the project/program Indicator Tracking Table (ITT).

6. Stakeholder participation and complaints. Summary of key stakeholders’ participation and any
complaints that have been filed.

7. Partnership agreements and other key actors. Lists any project/program partners and agreements
(e.g. project/program agreement, MoU), and any related comments.

8. Cross-cutting issues. Summary of activities undertaken or results achieved that relate to any cross-
cutting issues (gender equality, environmental sustainability, etc).

9. Project/program staffing – human resources. Lists any new personnel or other changes in
project/program staffing. Also should include whether any management support is needed to resolve
any issues.

10. Exit/sustainability strategy summary. Update on the progress of the sustainability strategy to ensure
the project/program objectives will be able to continue after handover to local stakeholders.

11. PMER status. Concise update of the project/program’s key planning, monitoring, evaluation and
reporting activities.

12. Key Lessons. Highlights key lessons and how they can be applied to this or other similar
projects/programs in future.

13. Report Annex. Project/program’s ITT and any other supplementary information.

31 | P a g e
 4) Identify people responsible for reporting products: It is important to specifically identify
the people who will be responsible for each type of report. This can be the same person
identified in the M&E plan who collects indicator data, or it may be another person who
specifically prepares the data to communicate to others.

7.4. Characteristic of good M&E reporting

Step 3: The Trainer will also need to give the characteristic of GOOD M&E report that included:
a) Relevant and useful: Reporting should serve a specific purpose/use. Avoid excessive,
unnecessary reporting – information overload is costly and can burden information flow and the
potential of using other more relevant information.

b) Timely: Reporting should be timely for its intended use. Information is of little value if it is too
late or infrequent for its intended purpose.

c) Complete: Reporting should provide a sufficient amount of information for its intended use. It is
especially important that reporting content includes any specific reporting requirements.

d) Reliable: Reporting should provide an accurate representation of the facts.

e) Simple and user-friendly: Reporting should be appropriate for its intended audience. The
language and reporting format used should be clear, concise and easy to understand.

f) Consistent: Reporting should adopt units and formats that allow comparison over time, enabling
progress to be tracked against indicators, targets and other agreed-upon milestones.

g) Cost-effective: Reporting should warrant the time and resources devoted to it, balanced against
its relevance and use (above).

8. Post-Test and Evaluation

8.1. Post test and evaluation
Step1:The Trainer informs the participants about M&E Post Test and distributing Post test form and
after 15-20 minutes of time to fill in, the Trainer will also need to distribute Evaluation’s form to all
participants to evaluate whole training sessions on M&E.

8.2. Wrap up the M&E session, provide certificate and closing the training
Step2:The Trainer, after all post test and evaluation forms are completed, starts to summarize of what
they all have learned from the session 1 to 8(the last session) and also indicates some points in the
evaluation or feedback collectedfrom the participants. The Trainer also may ask for any open Q&A as a
final opportunity for participants/trainees to share in this training.
The Trainer, then addresses the final wish and congratulation to all participants who have attended the
training successfully. If there is certificate ready for participants, then The Trainer should also need to
keep sometime (the last session) for donor’s representative or Dean of University to honor the
certificates award ceremony too.

32 | P a g e
9. Reference page

33 | P a g e
 9.1. Session Plan for the M&E module

M&E module Objectives:

• The participants/trainees will learn and understand M&E system, key elements and functions for project monitoring &
evaluation. In addition, participants will also learn about Database Management System (DMS) that are supportive to the
M&E related work in the organization.

• The participants will gain a deeper understanding and able to apply some methods and tools for effective project/program
monitoring & evaluation, in relation to their areas of work, through discussion in plenary, questions and answers, learning
reflection and group work.

• The participants/trainee can discuss and share good practices on M&E reporting and other practical issues happening in their
day to day work

Sessions Contents Objectives Methodologies Training Time Required

Materials
1. General - Registration, • To provide 1. Welcome & Banner, name 60 mins
Introduction - Self-introduction opportunity for Introduction:Welco tags, Slide
& - Objectives participants/traine me by the organizer presentation
Orientation orientation and es to know each and short opening
- Course contents of other, clarify remark Pre-test sheet for
PME expectations and 2. Self introduction of module 4
orientation to the participants/trainee
course objectives s and orientation to
the training
objectives.
3. Show course
contents
4. Pre-test
2.Overview of • What is project • To the participants 1. Give overall picture • Slide 90 mins
M&E module PME? an overall picture on Project Cycle Presentation
Management (esp. • 1. 15 mins
• Why is PI important of M&E module, Handout
2. 60 mins
in PME? the important of related to M&E • Laptop
3. 15 mins
• How to ensure
M&E and the stage • LCD projector
recommended 2. Explain each key • Pointer
obtaining effective
34 | P a g e
 Sessions Contents Objectives Methodologies Training Time Required
Materials
PME? tools to be used word and reflect to • Flip charts
• Recommended practical issue, • Markers
tools and/or local language etc., • Color papers
techniques to be 3. Let participants/
used in PME trainees talk and
explain their own
language
3. M&E in • Definitions • To provide 1. Give clear • Slide 65 mins
Project Cycle • Why M&E important knowledge to the definitions of M&E, Presentation
Management in PCM? participants on the important, and • Handout
1. 15 mins
(PCM) • The differences key elements and 2. Explain the • Laptop
2. 20 mins
between Monitoring terms being used differences of M&E • LCD projector
3. 30 mins
& Evaluation for Monitor and • Pointer
Evaluate, the • Flip charts
differences • Markers
between M & E • Color papers
4. M&E System • Elements of a Good • To strengthen 1. Show the • Slide 115 mins
and Framework M&E system understanding comprehensive Presentation
(include Good and among view of the M&E • Handout 1. 10 mins
2. 60 mins
not good M&E participants/traine system to • Laptop
3. 20 mins
system) es on key participants/ • LCD projector
• trainees (see the 4. 25 mins
Tasks in M&E functions of M&E • Pointer
• Steps in M&E in a project or a Slide Presentation) • Flip charts
• Key Criteria for program, its 2. Explain the • Markers
system and contents including
Evaluation • Color papers
framework, criteria tasks, steps and
• Printed
for evaluation criteria
Monitoring
3. Let participants/
steps in A4
trainees talk about
paper
their own M&E

35 | P a g e
 Sessions Contents Objectives Methodologies Training Time Required
Materials
system
4. Small group
competition5on
formulating 6 steps
for Project
Monitoring
5.M&E and • What is DMS? • To provide 1. Show participants/ • Slide 150 mins
Database • Why DMS is participants/ trainees slide Presentation
important in Project trainees deep presentation on • Handout 1. 30 mins
Management
2. 30 mins
System (DMS) Cycle Management understanding on DMS • Laptop
3. 30 mins
• How to do it? and Database 2. Let participants talk • LCD projector
about their own tool 4. 30 mins
suggested tools Management • Pointer 5. 15 mins
System for M&E, for database • Flip charts
management 6. 15 mins
• Markers
• Color papers
6. M&E • Utilizing LFA • To provide 3. Show them • Slide 75 mins
Approach approach participant logframe matrix and Presentation
• Understanding understanding recall them that this • Handout 1. 15 mins
2. 30 mins
about Indicators about LFA (logframe) may • Laptop
3. 30 mins
• M&E Planning M&Eapproach already existed • LCD projector
&implementation or and indicators during project • Pointer
launching related to their formulation stage • Flip charts
current project/ (Module 2). • Markers
program • Color papers
7. M&E report • What is M&E • To provide 1. Recall session/ • Slide 120 mins
report? participants/ lessons capture Presentation
• Why is it important trainees from yesterday (if • Handout 1. 30 mins
2. 30 mins
to have M&E understanding on this become day • Laptop
3. 60 mins

5
Imagine that there will be 25 participants/trainees, the trainer/ facilitator should divide them into 3 different groups and let them discuss on the given papers
on 6 steps for project monitoring. But the trainer should not number 1,2,3,4,5,6 yet and you need to ask them to arrange and number the steps. If any group
can get it done less than 10 mins (or who finish first) that group could be a winner team/group. The winner can get some small prize such as candies or one
chocolate pack for their team members.
36 | P a g e
 Sessions Contents Objectives Methodologies Training Time Required
Materials
report? the report format, two session). • LCD projector
• Process of the criteria of 2. Hot potato6game • Pointer
Reporting and good M&E report with participants/ • Flip charts
Dissemination and adopt some trainees • Markers
• Characteristic of of the report 3. Explain of good • Color papers
Good M&E template to be M&E reporting
Reporting used in their template
organization
• To ask
participants
formulate or
reflect their
current M&E
report
8. Post-Test& • Post-test and • To know at what 1. Conclude what had • Post-test and 60 mins
Evaluation Evaluation of the level participants been learned evaluation
whole session understand the sheet 1.20 mins
and wrap up 2. Trainer distributes
session contents of the the post-test sheet • Laptop 2.20 mins
module. for module 4, and • LCD projector
• To determine the helps participants • Pointer 3. 20 mins
level of knowledge with any of their • Flip charts
that participants
questions. • Markers
acquire after the • Dot Points
3. Closing ceremony
training.

6
Hot potato game is required participants/trainees standing in circle and trainers stands in the middle of circle. The ball which contains several questions is
throwing to participants and those who catch the ball could take one question and need to answer. These questions and answers should reflect of what
trainer/facilitator provided yesterday.
37 | P a g e
 9.2. All resources and materials

al, U. e. (2009). Monitoring and Evaluation Training Curriculum. Boston, MA: John Snow Inc.

AusAID. (2005). The Logical Framework Approach. AusGuideline . Australian Government.

Bank, W. (2004). Monitoring & Evaluation: Some tools, Methods and Approaches. Washington DC: World Bank.

Bank, W. (Jun 2012). World Bank Group Impact Evaluations: Relevance and Effectiveness. Washington DC: IEG
World Bank.

Berg, R. D. (2010). The GEF Monitoring and Evaluation Policy, 2010. Washington DC: GEF_Global Environment
Facility.

Bishop, C. (2001). Project Cycle Management Guide for SEAGA. Rome, Italy: FAO.

Brydon, M. (1997). Microsoft Access Tutorials. NA.

Guijt, I. (2002). A Guide for Project M&E. Via del Serafico: IFAD.

NA. (NA). A Guide for Developing Logical Framework. Walsall, UK: Centre for International Development and
Training, University of Wolverhampton.

NA. (2004). Aid Delivery Methods: Volume 1 on Project Cycle Management Guidelines. Rue de Geneve, Brussels:
European Commission.

NA. (2010). Handbook for Logical Framework Analysis. NA: Economic Planning Unit, Malaysia.

NA. (2012). ILO Policy Guidelines for Results Based Evaluation: Principles, Rationale, Planning and Managing for
Evaluations. Geneva, Brussels: ILO.

NA. (2015). Managing Evaluations: A How-To Guide for Managers and Commissioners of Evaluations.
Washington DC: IEG, World Bank Group.

NA. (2004). Monitoring & Evaluation: Some Tools, Methods & Approaches. Washington DC: World Bank, USA.

NA. (2002). Project Cycle Management Handbook. Freiburg, Germany: Particip GmbH.

NA. (2011). Project/ Programme Monitoring and Evaluation Guide. Geneva, Switherland: IFRC.

NA. (1999). The Logical Framework Approach. Oslo, Norway: NORAD.

NA. (2012). World Bank Group Impact Evaluations: Relevant and Effectiveness. Washington DC: The World Bank
Group.

Robbins, R. J. (1994-95). Database Fundamentals. Baltimore, Maryland: Johns Hopkins University.

USAID. (2012). The Logical Framework. Technical Note Number 2 . United States Agency for International
Development.

38 | P a g e
 9.3. Glossary of Terminologies

Source: download by 20 Feb 2016 from IFAD website http://www.ifad.org/evaluation/guide/annexa/a.htm

Term Definition
A
Accountability Obligation of government, public services or funding agencies to demonstrate to
citizens that contracted work has been conducted in compliance with agreed
rules and standards or to report fairly and accurately on performance results vis-
à-vis mandated roles and/or plans. This may require a careful, even legally
defensible, demonstration that the work is consistent with the contract terms.
Projects commonly focus on upward accountability to the funding agency, while
downward accountability involves making accounts and plans transparent to the
primary stakeholders. Ensuring accountability is one part of the function of
monitoring and evaluation (learning and management are the other two).
Activity Actions taken or work performed in a project to produce specific outputs by using
inputs, such as funds, technical assistance and other types of resources.
Adaptive management A process that integrates project design, management and monitoring to provide
a framework for testing assumptions, adaptation and learning.
Annual review See "Review".
Annual work plan and budget The annual commitment of the project towards the communities, the Government
(AWPB) and IFAD, and of which implementation progress will be measured. It details the
operational aspects of a project, based on the strategic plan and the situation on
the ground. It is the basis for the detailed scheduling of activities and specific
assignments in monthly management meetings. It is also the foundation for
monitoring progress at the activity level and regarding resource use/allocation.
Importantly, in the more demand-driven projects, the AWPB is also the formal
(and legal) expression of the consolidated set of projects and initiatives of the
primary stakeholders that will be supported over the coming year.
Appraisal Assessment, in accordance with established decision criteria, of the feasibility
and acceptability of a project or programme prior to a funding commitment.
Criteria commonly include relevance and sustainability. An appraisal may also
relate to the examination of opinions as part of the process for selecting which
project to fund.
Appraisal report The document that results from the appraisal mission and serves as the basis for
project operational planning and annual planning. It is the overall framework (but
not a blueprint) for the project strategy.
Approach A specific and chosen way of advancing or proceeding.
Assessment A process (which may or may not be systematic) of gathering information,
analysing it, then making a judgement on the basis of the information.
Assumption External factors (i.e. events, conditions or decisions) that could affect the
progress or success of a project or programme. They are necessary to achieve
the project objectives, but are largely or completely beyond the control of the
project management. They are worded as positive conditions. Initial assumptions
are those conditions perceived to be essential for the success of a project or
programme. Critical (or "killer") assumptions are those conditions perceived to
threaten the implementation of a project or programme.
Attribution The causal link of one thing to another; e.g. the extent to which observed (or
expected to be observed) changes can be linked to a specific intervention in view
of the effects of other interventions or confounding factors.
Audit Verification of the legality and regularity of the implementation of resources,
carried out by independent auditors. An audit determines whether, and to what

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 extent, the activities and organisational procedures conform to norms and criteria
set out in advance. An audit helps an organisation accomplish its objectives by
bringing a systematic, disciplined approach to evaluate and improve the
effectiveness of risk management, control and government processes. In an
internal audit the auditors report to the organisation being audited, while in an
external audit the auditors report to either those who own the organisation (for
example the board) or fund it.
B
Baseline information Information – usually consisting of facts and figures collected at the initial stages
of a project – that provides a basis for measuring progress in achieving project
objectives and outputs.
Baseline survey/study An analysis describing the situation in a project area – including data on
individual primary stakeholders – prior to a development intervention. Progress
(results and accomplishments) can be assessed and comparisons made against
it. It also serves as an important reference for the completion evaluation.
Benchmark Reference point or standard against which performance or achievements can be
compared. A benchmark might refer to what has been achieved in the past, by
other comparable organisations, or what could reasonably have been achieved
under the circumstances.
Beneficiaries The individuals, groups or organisations who, in their own view and whether
targeted or not, benefit directly or indirectly from the development intervention. In
this Guide, they are referred to as the primary stakeholders of a project.
Budget plan schedule Plan assigning the quarterly cost to be incurred by the different activities as well
as subdividing these costs on the basis of the source of finance.
Budget plan summary Summary of the budget information according to output, project component,
district and facilitation units, and national and overall project level.
C
Capacity The ability of individuals and organisations to perform functions effectively,
efficiently and in a sustainable manner.
Capacity -building The processes through which capacity is created. This is an increasingly key
crosscutting issue in poverty alleviation projects.
Causal relationship A logical connection or cause-and-effect linkage existing in the achievement of
related, interdependent results. Generally the term refers to plausible linkages,
not statistically accurate relationships.
Causality analysis The study of cause-and-effect relations that link an intervention to its impacts.
Community A group of people living in the same locality and sharing some common
characteristics.
Community participation Generally considered to be the active participation of community members in
local development activities. In practice, however, the term refers to a wide range
of degrees of local involvement in external development interventions, from token
and passive involvement to more empowerment-oriented forms of local decision-
making.
Completion The final phase in the project cycle, when a project completion report is
produced. "Lessons learned" are identified and the various project completion
activities take place. It can include an end-of-project evaluation.
Completion evaluation An external evaluation that occurs after project completion.
Completion report See "Project completion report".
Conceptual model A diagram of a set of relationships between factors that are believed to impact or
lead to a target condition. It is the foundation of project design, management and
monitoring; and it is the first part of a complete project plan.
Control group A specially selected subgroup of people who purposefully do not receive the
same treatment, input or training, etc. as the target group. Thus, differences
between the control group and the target group can be measured and evaluated.
Cooperating institution The organisation that, in a loan agreement, is responsible for the loan
administration and the project supervision on behalf of IFAD.
Cost-benefit analysis (CBA) The comparison of investment and operating costs with the direct benefits or

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 impact generated by the investment in a given intervention. It uses a variety of
methods and means of expressing results.
Cost effectiveness Comparison of the relative costs of achieving a given result or output by different
means (employed where benefits are difficult to determine).
Country programme Evaluation of one or more donors’ or agencies’ portfolio of development
evaluation interventions in a partner country and the assistance strategy behind the
interventions.
Country/COSOP strategy A framework of objectives and priorities for a country drawn up and used to steer
investments.
Critical assumption An important factor, outside of aid itself, that influences the success of the
activity, but over which the manager has no influence. Initial assumptions
constitute perceived conditions for the success of a project. See "Assumptions".
Critical reflection Questioning and analysing experiences, observations, theories, beliefs and/or
assumptions.
D
Downward accountability The process by which development organisations are accountable to their
partners and poor and marginalised groups. It entails greater participation and
transparency in organisations’ work.
Database Management A Database Management System (DMS) is system software for creating and
System managing databases for any project.
E
Effect Intended or unintended change resulting directly or indirectly from a development
intervention.
Effectiveness A measure of the extent to which a project attains its objectives at the goal or
purpose level; i.e. the extent to which a development intervention has attained, or
is expected to attain, its relevant objectives efficiently and in a sustainable way.
Efficacy The extent to which the project's objectives were achieved or expected to be
achieved, taking into account their relative importance.
Efficiency A measure of how economically inputs (funds, expertise, time, etc.) are converted
into outputs.
Evaluability The extent to which an activity or project can be evaluated in a reliable and
credible fashion.
Evaluation A systematic (and as objective as possible) examination of a planned, ongoing or
completed project. It aims to answer specific management questions and to judge
the overall value of an endeavour and supply lessons learned to improve future
actions, planning and decision-making. Evaluations commonly seek to determine
the efficiency, effectiveness, impact, sustainability and the relevance of the
project or organisation’s objectives. An evaluation should provide information that
is credible and useful, offering concrete lessons learned to help partners and
funding agencies make decisions.
External evaluation Evaluation of a project carried out by IFAD's Office of Evaluation and Studies and
implementing partners.
F
Facilitator A person who helps members of a group conduct a meeting in an efficient and
effective way but who does not dictate what will happen.
Feedback The transmission of evaluation findings to parties for whom it is relevant and
useful so as to facilitate learning. This may involve the collection and
dissemination of findings, conclusions, recommendations and lessons learned
from experience. Specifically in the context of evaluation, to return and share the
evaluation results with those who participated in the evaluation.
Formative evaluation Evaluation conducted during implementation to improve performance. It is
intended for managers and direct supporters of a project.
G
Goal The higher-order programme or sector objective to which a development
intervention, such as a project, is intended to contribute. Thus it is a statement of
intent.

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Grassroots organisations The organisations based in communities that (may) represent the primary
stakeholders vis-à-vis the project and can be implementing partners.
H
Horizontal logic A summary of the project approach whose objective in a logframe is to define
how objectives specified in the project description will be measured and the
means by which the measurement will be verified. In this Guide, it is a summary
of the M&E matrix
I
Impact The changes in the lives of rural people, as perceived by them and their partners
at the time of evaluation, plus sustainability-enhancing change in their
environment to which the project has contributed. Changes can be positive or
negative, intended or unintended. In the logframe terminology these "perceived
changes in the lives of the people" may correspond either to the purpose level or
to the goal level of a project intervention.
Impact assessment The process of assessing the impact of a programme in an intervention area.
Implementing partners Those organisations either sub-contracted by the Project Management Unit or
those organisations officially identified in the loan agreement as responsible for
implementing a defined aspect of the project. Also known as "co-implementing
partners".
Independent evaluation See "External evaluation". An evaluation carried out by entities and persons free
of control by those responsible for the design and implementation of the
development intervention.
Indicator Quantitative or qualitative factor or variable that provides a simple and reliable
basis for assessing achievement, change or performance. A unit of information
measured over time that can help show changes in a specific condition. A given
goal or objective can have multiple indicators.
Indirect effects The unplanned changes brought about as a result of the intervention.
Information management A system of inputting, collating and organising data that should provide selective
system data and reports to the management, to assist in monitoring and controlling the
project organisation, resources, activities and results.
Input The financial, human and material resources necessary to produce the intended
outputs of a project.
Intervention logic See "Objective hierarchy".
Interim evaluation A project evaluation undertaken by IFAD's Office of Evaluation and Studies
toward the end of the project implementation period (about one year before the
loan closing date) when IFAD is considering a request to finance a second phase
or a new project in the same area. An interim evaluation is a key opportunity for
IFAD, the government, implementing partners and primary stakeholders to learn
together from experience before embarking on the design of a follow-up project.
J
Joint evaluation An evaluation to which different institutions and/or partners contribute.
L
Learning Reflecting on experience to identify how a situation or future actions could be
improved and then using this knowledge to make actual improvements. This can
be individual or group-based. Learning involves applying lessons learned to
future actions, which provides the basis for another cycle of learning.
Lessons learned Knowledge generated by reflecting on experience that has the potential to
improve future actions. A lesson learned summarises knowledge at a point in
time, while learning is an ongoing process.
Loan agreement An agreement spelling out the project's goal, area, main components and budget
by expenditure category. It contains formal conditions that must be complied with,
primarily relating to procurement, reporting and financial management.
Logical framework approach An analytical, presentational and management tool that involves problem
(LFA) analysis, stakeholder analysis, developing a hierarchy of objectives and selecting
a preferred implementation strategy. It helps to identify strategic elements (inputs,
outputs, purpose, goal) and their causal relationships, as well as the external

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 assumptions (risks) that may influence success and failure. It thus facilitates
planning, execution and evaluation of a project.
Logical framework matrix Also known as "logframe" or "logframe matrix". A table, usually consisting of four
rows and four columns, that summarises what the project intends to do and how
(necessary inputs, outputs, purpose, objectives), what the key assumptions are,
and how outputs and outcomes will be monitored and evaluated.
M
Managing for impact model The process of guiding the overall project strategy, creating a learning
environment, and ensuring effective project operations by developing and using
an effective M&E system.
Management information See "Information management system".
system
Means of verification The expected source(s) of information that can help answer the performance
question or indicators. This is found in the third column of the standard logframe.
It is detailed further in the M&E Matrix
Mid-term evaluation An external evaluation performed towards the middle of the period of
implementation of the project, whose principal goal is to draw conclusions for
reorienting the project strategy.
Mid-term review (MTR) An elaborate version of a supervision mission, with the same actors, that
sometimes questions the design of the project. There is no standardised format
and so can range from a supervision mission to a full-scale mid-term evaluation-
like exercise.
Monitoring The regular collection and analysis of information to assist timely decision
making, ensure accountability and provide the basis for evaluation and learning.
It is a continuing function that uses methodical collection of data to provide
management and the main stakeholders of an ongoing project or programme with
early indications of progress and achievement of objectives.
Monitoring and evaluation The combination of monitoring and evaluation which together provide the
(M&E) knowledge required for: a) effective project management and b) reporting and
accountability responsibilities.
M&E framework An overview of the M&E system developed during the design phase of a project
and included in the project appraisal report.
M&E matrix A table describing the performance questions, information gathering
requirements (including indicators), reflection and review events with
stakeholders, and resources and activities required to implement a functional
M&E system. This matrix lists how data will be collected, when, by whom and
where.
M&E (learning) plan An overall framework of performance and learning questions, information
gathering requirements (including indicators), reflection and review events with
stakeholders, and resources and activities required to implement a functional
M&E system.
M&E (learning) system The set of planning, information gathering and synthesis, and reflection and
reporting processes, along with the necessary supporting conditions and
capacities required for the M&E outputs to make a valuable contribution to project
decision-making and learning.
M&E unit The generic title used for units at both the project and sectoral levels responsible
for M&E.
N
Narrative summary The first column of the logframe matrix in which the inputs, outputs, purpose and
goal are formulated. See "Objective Hierarchy".
O
Objective A specific statement detailing the desired accomplishments or outcomes of a
project at different levels (short to long term). A good objective meets the criteria
of being impact oriented, measurable, time limited, specific and practical.
Objectives can be arranged in a hierarchy of two or more levels (see "Objective
hierarchy").

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Objective hierarchy The different levels of objectives, from activities up to goal, as specified in the first
column of the logframe. If the project is designed well, realisation of each level of
objectives in the hierarchy should lead to fulfilment of the project goal.
Objectively verifiable A group of criteria (not necessarily measurable) used to verify the degree of
indicators accomplishment (foreseen or actual) of the sectoral purpose, the objective, and
the inputs and outputs of a project. They can be quantitative, and therefore both
verifiable and measurable, or qualitative, and therefore only verifiable.
Operational plan See "Annual work plan and budget".
Outcome The results achieved at the level of "purpose" in the objective hierarchy. In IFAD's
terminology, outcome is part of impact (result at purpose and goal level).
Outputs The tangible (easily measurable, practical), immediate and intended results to be
produced through sound management of the agreed inputs. Examples of outputs
include goods, services or infrastructure produced by a project and meant to help
realise its purpose. These may also include changes, resulting from the
intervention, that are needed to achieve the outcomes at the purpose level.
Output indicators Indicator at the output level of the objective hierarchy, usually the quantity and
quality of outputs and the timing of their delivery.
P
Participation One or more processes in which an individual (or group) takes part in specific
decision-making and action, and over which s/he may exercise specific controls.
It is often used to refer specifically to processes in which primary stakeholders
take an active part in planning and decision-making, implementation, learning
and evaluation. This often has the intention of sharing control over the resources
generated and responsibility for their future use.
Participatory evaluation A broad term for the involvement of primary and other stakeholders in evaluation.
The primary focus may be the information needs of stakeholders rather than the
donor.
Participatory impact A continual immediate assessment of the impact, used to control and steer
monitoring purposes. It is characterised by the way actors at various levels attempt to
collaborate in order to reflect on the impacts.
Partner The organisation in the project country with which the funding agency
collaborates to achieve mutually agreed upon objectives. Partners may include
host country governments, local and international NGOs, universities,
professional and business associations, private businesses, etc.
Performance The degree to which a development intervention or a development partner
operates according to specific criteria/standards/guidelines or achieves results in
accordance with stated goals or plans.
Performance question A question that helps guide the information seeking and analysis process, to help
understand whether the project is performing as planned or, if not, why not.
Planning system A system including the following main aspects: strategic planning, annual
planning and budgeting, and monthly activity scheduling.
Precondition Condition that must be fulfilled before a project can become effective (when
disbursement against the loan becomes possible).
Primary stakeholders The main intended beneficiaries of a project.
Process evaluation An evaluation aimed at describing and understanding the internal dynamics and
relationships of a project, programme or institution.
Process monitoring The activities of consciously selecting processes, selectively and systematically
observing them to compare them with others, and communicating about what has
been observed to learn how to steer and shape the processes.
Project An intervention that consists of a set of planned, interrelated activities designed
to achieve defined objectives within a given budget and a specified period of
time.
Project completion report The report that describes the situation at the end of a development intervention,
including lessons learned. The project completion report (PCR) is the
responsibility of the borrower (i.e. the government).

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Project cycle management A tool for understanding the tasks and management functions to be performed in
the course of a project or programme’s lifetime. This commonly includes the
stages of identification, preparation, appraisal, implementation/supervision,
evaluation, completion and lesson learning.
Project evaluation Evaluation of an individually planned development intervention designed to
achieve specific objectives within a given budget and time period.
Project impacts The changes in a situation that arise from the combined effects of project
activities, or the extent to which the goal or highest-level project objectives are
achieved. Impact also refers to any unintended positive or negative changes that
result from a project. Impact sometimes means anything achieved by the project
beyond direct outputs.
Project implementation A project-specific document that sets out the project strategy, operational
manual activities, steps and procedures, and responsibilities of key stakeholders. This
often includes a detailed M&E operational plan.
Project management The process of leading, planning, organising, staffing and controlling activities,
people and other resources in order to achieve particular objectives.
Project performance The overall quality of a project in terms of its impact, value to beneficiaries,
implementation effectiveness, and efficiency and sustainability.
Project strategy An overall framework of what a project will achieve and how it will be
implemented.
Proxy indicator An appropriate indicator that is used to represent a less easily measurable one.
Purpose The positive improved situation that a project or programme is accountable for
achieving.
Q
Qualitative Something that is not summarised in numerical form, such as minutes from
community meetings and general notes from observations. Qualitative data
normally describe people's knowledge, attitudes or behaviours.
Quantitative Something measured or measurable by, or concerned with, quantity and
expressed in numbers or quantities.
R
Reach The beneficiaries and other stakeholders of a development intervention, whether
sectors, groups of people or geographic areas of the country or region.
Relevance The extent to which the objectives of a project are consistent with the target
group’s priorities and the recipient and donors' policies.
Reliability Consistency or dependability of data and evaluation judgements, with reference
to the quality of the instruments, procedures and analyses used to collect and
interpret evaluation data. Information is reliable when repeated observations
using the same instrument under identical conditions produce similar results.
Resources Items that a project has or needs in order to operate, such as staff time,
managerial time, local knowledge, money, equipment, trained personnel and
socio-political opportunities.
Result The measurable output, outcome or impact (intended or unintended, positive or
negative) of a development intervention.
Review An assessment of the performance of a project or programme, periodically or on
an as-needed basis. A review is more extensive than monitoring, but less so than
evaluation.
Risk Possible negative external factors, i.e. events, conditions or decisions, which are
expected to seriously delay or prevent the achievement of the project objectives
and outputs (and which are normally largely or completely beyond the control of
the project management).
S
Sample The selection of a representative part of a population in order to determine
parameters or characteristics of the whole population.
Self- evaluation An evaluation by those who are administering or participating in a programme or
project in the field and/or by those who are entrusted with the design and delivery

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 of (part of) a development intervention. As with any evaluation, a self-evaluation
focuses on overall impact and performance, or specific aspects thereof.
Situation analysis The process of understanding the status, condition, trends and key issues
affecting people, ecosystems and institutions in a given geographic context at
any level (local, national, regional, international).
Stakeholders An agency, organisation, group or individual who has a direct or indirect interest
in the project/programme, or who affects or is affected positively or negatively by
the implementation and outcome of it. In this Guide, primary stakeholders is the
term used for the main intended beneficiaries of a project.
Stakeholder participation Active involvement by stakeholders in the design, management and monitoring of
the project. Full participation means all representatives of key stakeholder groups
at the project site become involved in mutually agreed, appropriateways.
Strategic planning A broad description of the activities that would normally be carried out as part of
project development, from start to finish, and the milestones that would generally
be achieved along the way, such as implementation agreements, registration,
etc. The plan should also explain the different aspects that need to be addressed
as part of project development, and illustrate basic principles that are to be
followed. The sequence of and relationship between main activities and
milestones should also be described. The appraisal report should be used as a
starting point for refinement of the strategic plan as well as detailed operational
planning.
Supervision A process in which the legally responsible organisation (cooperating institution or
IFAD itself) administers the loan, periodically reviews progress towards
objectives, identifies key obstacles, helps find workable solutions and makes
strategic changes, as required.
Sustainability The likelihood that the positive effects of a project (such as assets, skills, facilities
or improved services) will persist for an extended period after the external
assistance ends.
T
Target A specified objective that indicates the number, timing and location of that which
is to be realised.
Target group The specific group for whose benefit the project or programme is undertaken,
closely related to impact and relevance.
Triangulation Use of a variety of sources, methods or field team members to cross check and
validate data and information to limit biases.
V
Validity The extent to which something is reliable and actually measures up to or makes a
correct claim. This includes data collection strategies and instruments.
Validation The process of cross-checking to ensure that the data obtained from one
monitoring method are confirmed by the data obtained from a different method.
Vertical logic A summary of the project that spells out the causal relationships between, on the
one hand, each level of the objective hierarchy (inputs-outputs, outputs-purpose,
purpose-goal) and, on the other, the critical assumptions and uncertainties that
affect these linkages and lie outside the project manager’s control.
W
Work plan A detailed document stating which activities are going to be carried out in a given
time period, how the activities will be carried out and how the activities relate to
the common objectives and vision. The work plan is designed according to the
logical framework and contains a description in each cell of the work plan table of
each activity and output, its verifiable indicators, the means of verification and its
assumptions.

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