Transcript Power Point Slides

Wales for Africa workshop on planning
and practice in
monitoring, evaluation and learning
Pauline Wilson
8-9 May 2014
Introduction
Welcome
Learning approach
Do to learn.
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Learn from each other.
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Adapt course based on needs/interests.
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People learn differently so use visual, spoken, written and
interactive methods.
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Will use different tools used in MEL and will name them.
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Process seeks to promote critical thinking.
Other norms
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Phones on silent
Indicator
A tool
A piece of information (indicating) that
something took place and or
changes are taking place.
Indicator – qualitative – describing
- quantitative – counting
Session 1
MEL Concepts
Concepts
Purpose: Have a common understanding of concepts and how
they relate to each other
Monitoring
Evaluation
Accountability
Learning
Quality
Monitoring
The regular collection and
analysis of information to help
- track progress of an intervention
- understand if objectives are being achieved
- understand what difference is being made
- understand if adjustments are needed
Instructions for Group Work
Time: 20 Minutes
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4 groups
1. Monitoring and evaluation
2. Monitoring and accountability
3. Monitoring and learning
4. Monitoring and quality
Task – in your group:
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Discuss and list specific types of information
that your organization monitors.
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Define the other key word on your flipchart.
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Discuss and describe on your flipchart how
your agencies use monitoring information to
inform the other process e.g. evaluation,
accountability, learning or quality
Results chain or logic model
There is no single agreed definition
Definitions of outcomes
DFID: outcomes specify what will change and who will benefit. The outcome
needs to be largely within the control of the project.
Big Lottery Fund: outcomes are the changes, benefits, learning or other
effects that result from what the project or organization makes, offers, or
provides.
Comic Relief: outcomes are the intended or unintended effects of a
programme; the changes in people’s lives as a result of projects or an
organisations activities.
Spider diagram
Session 2
The MEL Cycle
Session 4
MEL Cycle
Instructions for buzz groups
Task – in buzz groups of 3:
Time: 5 Minutes
Groups:
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Decide where you have the greatest
strengths
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On post it notes write specific
strengths.
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Select group member to read out each
post it note and place on the cycle
Review the whole cycle
Session 3
MEL roles, responsibilities and
competencies
Instructions for Group Work
Task – in 4 groups:
Time: 15 Minutes
Groups:
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Review the handout on roles and
competencies
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On a flipchart note competencies
required for designated phases and
who is responsible for carrying out
the work.
Review the whole but
Group 1. focus on phase 1 and 2
Group 2. focus on phase 3 and 4
Group 3. focus on phase 5 and 6
Group 4. focus on phase 1 and 6
Stakeholders
Task – in 4 groups:
Time: 10 Minutes
Groups:
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Consider what you want to know
from the monitoring system
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Prepare a one minute skit-role play
to communicate what you want to
know from the monitoring system.
Group: donor
Group: staff-management
Group: local partner
Group: community members
Session 4
Learning from Practice
Group Work on developing a MEL plan
from a case study
Time: 50 minutes
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Presentation of context (2-3 minutes)
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Develop MEL plan
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Put brief points for plan elements 1-5 onto
a flip chart
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Prepare 3 minute presentation to present
to a funding committee
Groups – 4
1–
2–
3–
4-
Feedback on day
Time: 10 minutes
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Complete the satisfaction
survey
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Complete the qualitative survey
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Post it notes
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Thanks and see you tomorrow
for 9:30 AM start
Individually
Day 2
Welcome Back
Session 5
Methods & Tools
Document review
MEL Tools
Refection workshops
Ranking and Scoring
Observation
Maps and Diagrams
Surveys
Key informant interviews
Case Studies
Focused Group
Discussions
Checklists
Semi-structured interviews
Tips
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Be realistic about what you can do
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Involve relevant people in agreeing data collection methods and designing tools
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Agree methods and tools that best fit the information you need to collect and
those from whom you will collect it
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Make sure methods and tools are acceptable to your stakeholders (culturally
appropriate, sensitive etc.)
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Keep tools short, simple and clear
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Pilot before using widely
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Make sure people collecting data are trained and supported
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Review your collection methods periodically
Instructions –
Improving Tools
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Review the tools handout
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Review tools proposed in MEL plan
(yesterday’s case)
4 Groups:
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Amend or add tools
Group 1: Case
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Consider implications in terms of
money, staff and time of any tools
Group 3: Case
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Prepare graph and explain the changes
Group 4: Case
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If no change present one top tool
proposing to use and why
Time: 30 Minutes
Group 2: Case
Session
Assessing & Communicating
Change
Instructions – Learning and
Communicating Change
Time: 10 Minutes
Stakeholders:
1.
Questions to discuss in your
stakeholder group:
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What most engaged you about this story
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What were you most interested in and
wanted to learn more about?
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What did you find least interesting? Why?
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What questions or information were
missing or haven’t yet been asked?
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Each group 2 minutes to voice your
views on the story if any.
Community members
2.Local
3.Staff
partner (NGO)
- management
4.Donor
Session
Evaluation
Instructions for Group Work
Define an evaluation plan
Time: 40 minutes
1- Goal –end project evaluation
Groups x 3
2 – Outcome 1 end of project
evaluation
Review hand out on
evaluation elements
3 – Outcome 2 mid term review
Complete context
and 3 other parts
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Prepare to present the criteria
and questions that you would
use in your evaluation
Indicators
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A piece of information that enables you to confirm that something
took place and or change is taking place.
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Often defined at the output, outcome and impact levels.
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Can be qualitative or quantitative.
E.g. X number of children able to swim in District X
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When well defined, indicators help to answer monitoring and
evaluation questions e.g. are we doing the right thing.