Project design

1. Content
• Definitions and types of monitoring and
evaluation activities
• Design, Monitoring & Evaluation Cycles
• Logical framework for strategic planning
• Monitoring and Evaluation Methods: Methods
of Program Review, Supervision and Evaluation

2. Agenda .......
• Basic quantitative and qualitative data collection
techniques
• Data Processing: analysis, interpret and
presentation of routine program data
• Structure of a technical report: understanding
observation, interpretation, conclusion and
recommendation

3. Objectives
Develop a common understanding of
monitoring and evaluation

4. Monitoring?
Or
Monitoring and Evaluation
Design Monitoring and Evaluation (DME)
or
DME-IS (Information System)
Participatory Monitoring and Evaluation (PME)

5. DME cycle

6. Project DM&E Cycle
Diagnosis Hypothesis, Appraisal
Design Analysis
Log frame Focus strategy
M&E plan Coherent information
system
Baseline
Monitoring
Evaluation Reflective practice
Lesson learned

7. The Steps in a Survey Project
1. Establish the goals of the project - What you want to
learn
2. Determine your sample - Whom you will interview
3. Choose interviewing methodology - How you will
interview
4. Create your questionnaire - What you will ask
5. Pre-test the questionnaire, if practical - Test the
questions
6. Conduct interviews and enter data - Ask the
questions
7. Analyze the data - Produce the reports

8. M&E work plan
• Identify program goals and objectives
• Determine evaluation questions, indicators and their
feasibility
• Prepare design methodology – monitoring the process
and evaluating the effects
• Resolve implementation issues: who will carry out the
work and how will existing data and past evaluation
studies be used?
• Identify internal and external evaluation resources and
capacity
• Develop the M&E work plan matrix and timeline
• Develop plan to disseminate and use evaluation
findings

9. Monitoring Steps
•Setting environment
•Setting performance standard
•Measuring indicator
•Data collection for MIS
•Reporting
•Action

10. Steps in designing M&E system
•Review project document, goal, objective.
•LFA analysis
•Stakeholders analysis
•M&E strategy and methodology
•Select indicator
•Develop the M&E plan
•Scope of monitoring system
•Data collection for M&E
oBaseline
oRegular monitoring
oRapid survey
oMid term and Final evaluation
•Data management
•Data processing and analyzing
•Reporting and presentation
•Communication

11. Area of Monitoring
•Program activities
•Implementation process
•Pit fall or short coming
•Financial and expenditure
•Training & Follow-up
•Reported activities

12. Monitoring may be
Qualitative & quantitative
Participatory and Non-
participatory
Internal & External
Direct and Indirect
Oral or written

13. Component of Project Monitoring system
Financial monitoring
Monitoring project
implementation
Assessing the efficiency of project
implementation.
Beneficiary contact monitoring

14. Developing M&E matrix after project
start-up involves six steps
•Identify performance questions
•Identify information needs and indicators
•Know the what baseline information you need
•Select which data gathering methods to use, by
whom and how often
•Identify the necessary practical support for
information gathering
•Organize, analysis, feedback and change.

15. Monitoring and evaluation planning matrix
•Hierarchy of objective
•Objectively verifiable indicator (OVI)
•Sources of information
•Methods of data collection
•Methods of data analysis
•Type of activity (regular monitoring, periodic,
evaluation)
•Frequency
•Application (expected uses and uses)
•Circulation (expected information uses)

16. Sample of M&E Matrix
Performa
nce
Questions
Informati
on
Needs and
Indicators
Baseline
information
Requirements
status and
Responsibiliti
es
Data-Gathering
Methods,
Frequency and
Responsibilities
Required forms,
Planning, Training,
Data Management,
Expertise,
Resources, and
Responsibilities
Analysis,
Reporting,
Feedback,
Change
processes, and
responsibilities
Project Key Outcome-1:
Project Key Output-1:

17. Sample of M&E Matrix

18. Monitoring Cycle
 Selection of indicators
 Prepare checklist
 Design questioner
 Processing sheet
 Structure of presentation
 Field test questioner
 Finalize design
 Data collection
 Cross checking
 Share the emerging findings
 Data processing
 Data analysis
 Sharing the data findings
 Sharing the emerging findings
 Prepare analysis report
 Circulate the report

19. Limitation of Monitoring
•Inadequate resources
•Lack of knowledge and skill
•Limitation of fund
•Dilemma and problem
•Miss interpretation
•Distortion of communication
•Lack of time

20. Importance of evaluation
•It is an end-of-the-day’ activity: one look back over the
shoulder to see what has been done or accomplished.
•It is an event that provides staff and participants with the
opportunity to step back and take deeper look at the outcome.
•It refers to the periodic examination and analysis of the
project information that pertains to:
oProject design-goal, objectives and plans
oProject implementation- input and outputs
oResults- effect and impact.
•Evaluation attempts to identify project efficiency,
effectiveness, sustainability and relevance.

21. Importance of evaluation cont ….
•It provides stakeholders with information they need to
analyze whether the project is meeting its planed goal and
objectives.
•Project and program planners and donor need
information about the strengths and weaknesses, and the
successes and failures of projects in order to maintain or
improve the quality of design and strategic planning.
•Donors need information in order to assess the value of
their financial contribution.
•Evaluation provides information of core evaluation
questions (Relevance, Effectiveness, Efficiency, Impact
and Sustainability) to the decision makers (Project and
program planners and donors).

22. Purpose of evaluation
•Achievement-seeing what has been achieved.
•Measuring progress according to objectives.
•Improving monitoring for better management.
•Identify strength and weakness to improve the program.
•Seeing if efforts was effective-what difference has the
program made.
•Cost-benefit analysis to asses the effectiveness and
efficiency/were the cost reasonable.
•Collecting information-to plan and manage program
activities better.
•Sharing experience-to prevent other making similar
mistakes or to encourage them use similar methods.
•To revise/readjust program strategy.
•Improving effectiveness to have more impact.
•Better/Future planning.

23. The five core evaluation questions
Relevance: Was/Is the project good idea given the
situation needed? Dose it deal with target group priority?
Why or why not?
Effectiveness: Have the planed purpose and component
objectives, Outputs and activities been achieved? Why or
why not?
Efficiency: Were input (Recourse and time) used in the
best possible way to achieve outcomes? Why or why not?
What could we do differently to improve implementation
there by maximizing impact at an acceptable and
sustainable cost?

24. The five core evaluation questions
Impact: To what extent has the project contributed
towards its longer term goals? Why or why not? What
unanticipated positive or negative consequences did the
project have? Why did they arise?
Sustainability: Will there be contributed positive impacts
as a result of the project once it has finished? Why or why
not?

25. Information needs in different stages of a project
Stage Event Assessment Key question
Before Project Project Appraisal  Development needs
 Potentials of the target group or an
area.
 inputs required
 Cost benefit analysis
What are the problems?
What are the resources?
What are the unmet needs?
What is the cost benefit ratio?
Project Start up Baseline survey  Current situation of the target group. What is the current situation?
During
Implementation
Monitoring  Progress in implementation
 Project efficiency
and effectiveness
Is the project proceeding according to plan
and strategy?
Mid of the project Formative Evaluation  Capacity of the project to achieve what
it set out to do.
 Strength of the implementing
institution in terms of its ability to
sustain the program.
Are the project strategies working?
End of Project Summative Evaluation  Changes in the lives of the target
group;
What effect(s) did the project have?
After Project Ex-post
Evaluation
 Sustainable improvement in human
condition or well being
What impact did the project have on the
lives of the people it was designed to
affect?

26. Comparing Monitoring and Evaluation
Area Monitoring Evaluation
Main
Purpose
o To guide future implementation
o To ensure accountability of
management and main stakeholders
o To provide basis of evaluation and
learning
o To maintain or improve the quality of project
design and strategic planning.
o To guide future project planning
Assessment o Assess progress in implementation
o Identify project efficiency
and effectiveness
o Assess overall outputs, effects, impact and
sustainability of project.
o Determine relevance of project design.
o Identify lesson learned.
Who Needs this
Information
o Target group
o Main stakeholder
o Project management staff
o Donor
o Project planers
o Donors
o Government
o Organization’s headquarters
Timing Continuously during project
implementation
At specified times :
oDuring project implementation
oAt project completion
oAfter 3-5 years of project completion
Source of
Information
Project plan, administrative records and
reports, observation
Monitoring reports, participant or population-based
surveys, observations, in-depth case studies.
External information
Type of Data
Required
Mostly quantitative data with some
qualitative data to add meaning
Combination of qualitative data and quantitative
data
People involve Project base monitoring team o External organization,
o External staff of same organization
Process of
conduction
Continuous o Periodical
Data nature Mainly primary o Both primary and Secondary
Analysis Not in depth o In-depth
Timeliness Quicker – compare with standards o Lengthy-respect to objectives

27. What is indicator
A set of data when if collected on a regular basis, will
indicate progress towards specific aims and objectives
of a project or a work. Indicators are evidence that
something has happened or that an objective has been
achieved: they are not proof.
Something, which provides a basis to determinate
changes as result of project activities for a target
population.
An indicator is like a marker/milestone which
shows what progress has been made. It may be
qualitative/quantitative

28. Criteria of a good indicator
Relevant: The indicators should be directly linked to the project
objectives, and to the appropriate levels in the hierarchy.
Technically feasible: The indicators should be capable of being
assessed (or
‘measured’ if they are quantitative).
Reliable: The indicators should be verifiable and (relatively)
objective; i.e., conclusions based on them should be the same if they
are assessed by different people at different times and under different
circumstances.
Useable: People in the project should be able to understand and use
the information provided by the indicators to make decisions or
improve their work and the performance of the project
Participatory: The steps for working with the indicator should be
capable of being carried out with the target community and other
stakeholders in a participatory manner: i.e., data collection, analysis
and use.

29. Others Criteria
comprehensible - the indicators should be worded simply and clearly so that
people involved in the project will be able to understand them.
valid – the indicators should actually measure what they are supposed to measure,
e.g., measuring effects due to project interventions rather than outside influences.
sensitive – they should be capable of demonstrating changes in the situation being
observed, e.g., measuring the GNP of Uganda doesn’t tell us much about the
individual households in one district.
cost-effective – the results should be worth the time and money it costs to collect,
analyse and apply them.
timely – it should be possible to collect and analyse the data reasonably quickly,
i.e., in time to be useful for any decisions that have to be made.
ethical – the collection and use of the indicators should be acceptable to the
communities (target populations) providing the information.
Easy for collection
Specifically
Measurable
Attainable
Periodically
Redundancy

30. Example of Quantitative indicator
Employment & Income
Total family income
Source of income
Income stability
Type of employment
Number of people working
Labor force participation rate of particular group
Proportion of self-employed
Proportion of working in formal and informal sectors
Savings cash and kinds
Demographic characteristics of the family
Family size and stability
Age composition
Education
Proportion of children attending in school
Civil status of HH head (service, occupation)
Geographic mobility

31. Example of Quantitative indicator
Housing cost, quantity, value
Sale or rental value of house, housing land, land
Construction quality
House size
Access to service from house (distance, location)
Health
Percentage of MCH mortality rate
Cause specific mortality rate and leading cause of death
Time lost from work or school due to sick
Access to medical service
Amount spent on medical service
Anthropometrics measures of weight and height.

32. Example of Quantitative indicator
Consumption pattern
Amount spent on housing
Amount spent on food
Amount spent spent on education
Transportation
Medical
Saved
Community participation and attitude:
Number of community organizations in which
participates
Number of friends in the community and project
Political, social and religious organizations
Participation in mutual help program
Satisfaction with the community
Satisfaction with the social, economic and political situation

33. Types of Question
Structured: Quantitative focus---Close ended
Non-Structured: Qualitative focus---Open ended
Contingency: By filter question if yes--- what it
Matrix question: A large set of relating question

34. What are the considerations to develop a question
Review the output/outcome indicator.
Identify relevant information for specific indicator.
Identify relevant questions for quality information considering
followings:
Why (purpose)
For whom (level of respondent)
What (Requirement)
When/time
How (Method)
Who will do it (skills & competencies)
Information breaking
Cost constrain
Simple, shortcut & purposive
Logical
Sequential arrangement
Take feedback from all concern
Field test to check the issue of validity and reliability
Finalize

35. Principle of question formulation
Catchy word
Short (minimum topic to meet objective0
Simple
Easy for respondent
Interesting for respondent
Have a complete guideline
Self explanatory
Avoid superficial result
Each question focus on particular issues
Sensitivity, emerging, emotional
Sequential
Only essential
Valid supportive question
Tabulation friendly
Leading and prompting question should be avoided
Professional word, jargon, technical terms should be
avoided

36. Data Collection Methods
Sampling related method
Random & non random methods
Core M&E methods
Stakeholders analysis
Documents review
Biophysical measurement
Direct observation
Cost-benefit analysis
Question & survey
Semi structured interview
Case study

37. Data Collection Methods
Discussion method
Brainstorming
FGD
Nominal group technique (between two group)
SWOT analysis
Dreams realized or visioning
Drama & role play
Methods for specially distributed information
Mapping
GIS mapping
Photograph
Video

38. Data Collection Methods
Methods for time based pattern of change
Seasonal diagram
Diaries review
Trend analysis
Calendar
Significant change
Methods for analyzing linkage and relationship
Rich picture or mind map
Impact flow diagram
Institutional linkage diagram
Problem and objective trees
M&E wheel
Ranking and prioritizing
Social mapping
Well-being ranking
Matrix scoring
Relative scale
Ranking and pocket chart

39. Types of Reports
Technical reports
Summary of result
Nature of study
Method employed
Data (collection, sources, characteristics,
limitation)
Analysis of data and presentation of findings
Conclusion (a summery findings)
Bibliography
Technical appendices (will be given fll technical
matters relating to questioner, numerical
derivations, elaboration on particular techniques
of analysis and the like ones).
Index

40. Types of Reports
Popular reports (simplicity and
attractiveness, clear, minimizing technical
term, liberal, chart, diagrams, user-friendly)
The findings and their implications
Recommendation for action
Objective of the study
Method employed
Results summary and details in terms of
project objectives
Technical appendices.

41. Report Writing Style
Be brief, concise and to the point
Use simple and clear language
Follow a logical sequence of presentation
Avoid unsupportive statement and recommendation
Be pragmatic and constructive
Make the final product

42. Outline of Research Report
Front page
Project name
Title/ Heading of research report
Done by
Preliminary page
Preface/Forward
List of content page wise
Main text
Introduction
Statement of findings and recommendation
The implications drawn from the result
The summary
Brief summary
Resting in brief the research problem
The methodology
The major findings
The major recommendation
End matter
Questioner
Bibliography of source
Appendix

43. Outline of Monitoring Report
Front page
Project name
Title/ Heading of monitoring report
Monitoring period
Content
Summary statement
Major indicator or variable
Objective and purpose of monitoring
Method and process used for data collection
Process of data analysis
Indicator wise findings (standard Vs actual)
Recommendation
Conclusion
Appendix

44. Outline of Evaluation Report
Cover page
Title of the evaluation report
Name of the project or program evaluated
Location
Project duration
Name of evaluation
Evaluation period
Executive summary
Goal and objectives of the project
Project description
Project intervention
Purpose of evaluation
Major are of focus of the evaluation
Evaluation design
Methodology
Sample and sampling techniques
Instruments used
Sources of information
Method and process used for data collection
Process of data analysis

45. Monitoring
Monitoring is a continuous internal
management activity whose purpose is to
ensure that the program achieves its
defined objectives within a prescribed
time - frame and budget.

46. Evaluation
Evaluation is an internal or external
management activity to assess the
appropriateness of a program 's design and
implementation methods in achieving both
specified objectives and more general
development objectives

47. MIS
A management information system (MIS) is
the series of processes and actions involved
in capturing raw data, processing it into
usable information, and disseminating it to
users in the form needed.

48. Why M&E
•To improve program design and implementation
•To fulfill reporting requirements
•To know right track of project implementation in
relation to objectives
•To plan for future programs

49. Some
All Most Few
MONITORING
“Process Evaluation”
EVALUATION
“Effectiveness Evaluation”
Levels of Evaluation Efforts
Number
of
Projects
•Resources
•Staff
•Funds
•Materials
•Facilities
•Supplies
•Training
•Trained staff
•Quality of services
•Knowledge of CBO
•Behavior change
•Attitude change
•Changes in livelihood
•Increase in CBO support
Inputs
Outputs
Short-term and
intermediate
effects
Long-term
effects
Changes in :
•Income
•Nutrition
•Coping capacity in
community
•Economic impact
Outcomes
Impact
Monitoring & Evaluation Pipeline

50. Following Monitoring & Evaluation at different level
The following box defines the common terms with examples.
Inputs
The financial, human, and material resources used for the development intervention.
• Technical Expertise
• Equipment Funds
Activities
Actions taken or work performed.
• Training workshops conducted
Outputs
The products, capital goods, and services that result from a development intervention.
• Number of people trained
• Number of workshops conducted
Outcomes
The likely or achieved short-term and medium-term effects or changes of an
intervention’s outputs.
• Increased skills
• New employment opportunities
Impacts
The long-term consequences of the program, may be positive and negative effects.
• Improved standard of living

51. Types and Objectives of M & E
M&E objective Types of M&E Approaches to
M&E
1. Program design 1. Baseline
2. Formative
Quantitative
Qualitative
Participatory
Costing
2. Ongoing monitoring of
process
1. Monitoring of input, process,
output, and quality
Do
3. Determine whether
objectives are achieved
(“best practices”)
1. Evaluation of outcome/impact
2. Special studies
3. Research
Do
4. Program
refinement/redesign (M&E
for decision-making)
(“lessons learned”)
1. Program review of monitoring
data
2. Special studies
Do
5. Accountability at program
level
1.Monitoring data
2. Program review results
3. Evaluation with comparison group
Do

52. Qualitative methods
• Focus Group Discussions (FGD)
• Case Studies
• Interviews – semi‐structured, structured
• Participatory methods: Participatory Rural
Appraisal (PRA), Rapid Rural Appraisal (RRA)
• Most Significant Change (MSC)
• Observations

53. Impact evaluation methods
a. Pre‐Post
b. Simple Difference
c. Differences‐in‐Differences
d. Multivariate Regression
e. Statistical Matching
f. Instrumental Variables
g. Regression Discontinuity
h. Randomized Evaluations

54. Pre‐post (Before vs. After)
Method 1: Before vs. After
Impact = 42 points?
100
75
50
25
0
2010 2011 2012
42
67
25

55. How to measure impact?
Impact is defined as a comparison
between:
1. the outcome some time after the
program has been introduced
2. the outcome at that same point in time
had the program not been introduced
the ”counterfactual”

56. Impact: What is it?
Intervention
Impact
Time
Outcome

57. Impact: What is it?
Intervention
Impact
Time
Outcome

58. Impact: What is it?
Intervention
Impact
Time
Outcome

59. Simple Difference
A post‐ program comparison of outcomes between
the group that received the program and a “comparison”
group that did not
• Example:
– program is rolled out in phases leaving a cohort for
comparison, even though the assignment of the program
is not random

60. Difference‐in‐Differences (or Double Difference)
Comparison of outcome between
a treatment and comparison group (1st difference) and
before and after the program (2nd difference)
• Suitability:
– program is rolled out in phases leaving a cohort for
comparison, even though assignment of treatment is not
random

61. Constructing the counterfactual
• Counterfactual is often constructed by selecting a
group not affected by the program
• Non‐randomized:
– Argue that a certain excluded group mimics the
counterfactual.
• Randomized:
– Use random assignment of the program to create a
control group which mimics the counterfactual.

62. Conditions required
Method Comparison Works if….
Pre‐Post Program participants before
program
The program was the only factor influencing any
changes in the measured outcome over time
Simple
Difference
Individuals who did not
participate (data collected after
program)
Non‐participants are identical to participants except
for program participation, and were equally likely
to enter program before it started.
Differences
in
Differences
Same as above, plus: data
collected before and after
If the program didn’t exist, the two groups would
have had identical trajectories over this period.
Multivariate
Regression
Same as above plus: Also have
additional “explanatory” variables
Omitted (because not measured or not observed)
variables do not bias the results because they are
either: uncorrelated with the outcome, or do not
differ between participants and non‐participants
Propensity
Score
Matching
Non‐participants who have mix of
characteristics which predict that
they would be as likely to
participate as participants
Same as above
Randomized
Evaluation
Participants randomly assigned to
control group
Randomization “works” – the two groups are
statistically identical on observed and unobserved
characteristics

63. Method Impact Estimate
(1) Pre‐post
(2) Simple Difference
(3) Difference‐in‐Difference
(4) Regression with controls

64. Other Methods
• There are more sophisticated non‐experimental and
quasi‐experimental methods to estimate program
impacts:
– Multivariable Regression
– Matching
– Instrumental Variables
– Regression Discontinuity
• These methods rely on being able to “mimic” the
counterfactual under certain assumptions
• Problem: Assumptions are not testable

65. Constructing the counterfactual
• Counterfactual is often constructed by selecting a group
not affected by the program
• Non‐randomized:
– Argue that a certain excluded group mimics the
counterfactual.
• Randomized:
– Use random assignment of the program to create a
control group which mimics the counterfactual.

66. MONITORING AND EVALUATION CRITERIA
There are different versions of monitoring and evaluation
criteria suggested by various development agencies.
However, all point to a set of five (also adopted by
UNDP). These criteria internalize key constraints in
undertaking M&E functions that both time and resources
to accomplish the tasks are always limited and emphasis
is on providing timely input for management and policy
guidance to relevant stakeholders.

67. MONITORING AND EVALUATION CRITERIA
(1) Relevance
The first criteria in monitoring and evaluation should be
whether the objective(s) of the program/project is valid.
This can be judged in two ways. First, relevancy
assessment needs to be made in the context of original plan.
Second, it should be assessed in the changing context due to
socio-political-environmental changes originally not
perceived in the original plan. Relevancy need to be
addressed with respect to development issues, target groups,
direct beneficiaries, donor’s mission and comparative
advantage amongst development partners. Key question to
ask is whether the program/project is relevant to
beneficiaries’ needs, national priorities and donor’s (e.g.
World Bank) mandate.

68. MONITORING AND EVALUATION CRITERIA
(2) Effectiveness
Effectiveness addresses the extent to which a program/project
achieves its immediate objectives and produces expected
outcomes. Key question to ask is have the program/project
objective(s) been achieved or are they expected to be achieved.
It is one of the performance measures. The program/project
activities and deliverables are also assessed against timeliness
of the inputs and results.
(3) Efficiency
Efficiency is the second measure of program/project
performance and it reflects optimum transformation of inputs
into outputs. It addresses resource utilization and key question
to ask is to what extent the program/project has efficiently used
available resources (including human, capital, and
physical/natural).

69. MONITORING AND EVALUATION CRITERIA
(4) Impact
Impact represents changes over a given baseline (benchmark)
over specified time frame. Impact can occur both in relation to
planned as well unplanned way. It can also be positive or
negative. Key question one would ask is what are the positive
and negative, intended and unintended changes brought about
by program/project intervention. Impact assessment can be
made over two points in time and effectively requires a
baseline data on key indicators (discussion on indicators to
follow. Positive impacts are initial signs of program/project
success but these impacts need to be sustainable (refer to next
criteria)

70. MONITORING AND EVALUATION CRITERIA
(5) Sustainability
Sustainability is the critical element of monitoring and
evaluation criteria. One would expect that a given
program/project will be self-sustainable without external
assistance. A sustainable outcome from a given
program/project represents success of the project. Key
question to ask is will benefits/activities of a given
program/project continue after the end of the project.

71. Indicators
Indicators selected for M&E functions reflect that these are
SMART indicators ITAD, 1996).
Specific
Measurable
Attainable
Relevant
Trackable

72. Key Questions Pertaining to Data Collection-Analysis
Question Justification for the Question
What
type of
data do
we need?
Data needs are defined by key
stakeholders so that these can be
effectively used for regular monitoring,
impact assessment and program/project
evaluation.
Where
do we get
data
from?
It is important so that data gaps can be
identified at the outset. Part of data can
be collected from secondary sources
and resources can be used for only
additional data to be collected from
primary source.

73. Key Questions Pertaining to Data Collection-Analysis
Question Justification for the Question
What method
do we use to
obtain data?
How often to
collect data?
Resources are always limited for data collection in any
program/project. It is critical to identify method of
data collection based on resources available and time
permissible. Data collected over longer period may
not suffice program/project needs. Decision needs to
be made what data should be obtained from secondary
sources and what should be obtained from primary
sources. Primary source may include surveys, PRA,
RRA, observation, key informant, focused group
discussion etc. The context relevant method partially
will guide frequency of data collection.
Who will
undertake data
collection and
analysis?
Usually data is collected by one group of people and
analyzed by another group. It is important to identify
at the outset responsible persons or group of persons
so that data collection can proceed without delay.

74. Key Questions Pertaining to Data Collection-Analysis
Question Justification for the Question
Who will
use the
final results
from the
analysis of
data?
Users of information can be all or some of the key
stakeholders. However, they need to be pre-identified so
that when data is collected and analyzed required results
can be provided to them on time. This permits timely use
of results for management and follow-up decisions by
stakeholders. Timely use of information based on
appropriately analyzed data strengthens
program/project’s capability in assessing whether the
program/project is achieving its objectives.

75. Mechanism for Evaluation
Internal Evaluation
External Evaluation
Mid-Term Evaluation
Terminal Evaluation
Ex-Post Evaluation