1. Programme for Internal UNIFEM meeting Migration team for finalizing the
Project Document of Phase III
26-27th August 2010
UNIFEM SARO office
Delhi, India
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2. Session 1: 9.30-10.30
Presentation on LFA from UNIFEM perspective
Session 2: 2.00-3.00
Presentation on Key aspects of Monitoring
and Evaluation
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3. To learn relevant planning techniques
1. Stakeholder Identification
2. Causal Analysis
Making a Problem Tree
Making an Objective Tree
3. Project Selection
4. Project Logic – Making a Logical Framework
To apply the skills to develop a Monitoring
and Evaluation (ME) plan
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9. For instance:
◦ Who are beneficiaries?
◦ Any negatively affected groups?
◦ Who are decision-makers?
◦ Who are funding agencies?
◦ Who are implementing?
◦ Who will oppose?
◦ Who will support?
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10. Different groups have different needs
Project may effect different groups in
different ways
Whose problems should be solved?
Women first!
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12. Root causes is to keep looking.
Ask “why”, get a direct cause.
Keep asking “why”, get a cause that you can
act on.
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13. What are the problems in countries/areas you
are working?
List the problems.
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14. Indicate existing problems (not theoretical or
potential)
One problem per card
Describe in a sentence
Try to avoid expression such as “No (solution
or resource) is available). Describe the
condition resulting from the lack or absence
of resources.
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16. Decide the core problem
Keep ask “why” to identify the causes
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17. Core Problem
Children Core Problem
drop out school.
Causes
Teachers’ skills Children
Schools are too far. Schools are
are not updated. need to work.
poorly equipped.
Education managers
have
Road connections inappropriate
Household income
are poor. planning and Is limited.
management skills.
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18. Many street children
Children are exploited. are involved
in illegal acts.
Many children
Children are engaged become
in child labor. street children.
Negative Effects
Children Core Problem
drop out school.
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19. Causes Core Problem Negative Effect
If we ask “why”, we know what the problem
is.
If we know what the problem is, we should
know how to solve!
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20. Core Problem
Core
Children
complete school. Objective
Solutions
Schools are built Teachers’ skills Children do not
Schools are
in their neighborhood. are updated. need to work.
Well-equipped.
Education managers
have
Rood connection appropriate
Household income
improved. planning and increased.
management skills.
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21. .Children
can Children stay away
get an adequately from illegal acts.
paid job.
Children live
Children can
in a protected
basic skills.
environment.
Positive Ends
Children Core
complete school.
Objective
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22. Solutions Core Objective Positive
Ends
If we can act on causes, we can solve the core
problem.
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24. 1. Use the Objective Tree
2. Categorize related topics into a group
3. Name the Group
4. Refer the selection criteria
5. Compare and examine the different Groups
6. Select one group to be developed into a
project.
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25. Target group
Needs of people
Priority
Technical aspect
Social risk factors
Environment aspects
Inputs
Economic aspects
Probability of achieving goals
Relationship with other projects
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26. Children
complete
.
Core Objective
school.
3. Income
generation
Schools are Teachers’ skills Children do not
Schools are built in
Well equipped. are updated. need to work.
their neighborhood..
1. School infrastructure
Education managers
have
appropriate Household
planning and income increased.
management skills.
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2. Training
27. 1. School infrastructure
2. Training
3. Income generation
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28. 1. School 2. Training 3. Income
infrastructure generation
Size of target +++ ++ +
group
Needs of +++ +++ +++
people
Priority + +++ +
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29. 1. School 2. Training 3. Income
infrastructure generation
Technical + + ++
aspects (new
technology)
Social risk +++ + +++
factors
Environment +++ + ++
aspects
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30. 1. School 2. Training 3.Income
infrastructure generation
Inputs + + ++
Economic aspects +++ + +++
Probability of +++ +++ +
achieving goals
Relationship with Duplicated New Duplicated with
other projects with ODA approach NGO project
projects
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31. 1. Training
2. School infrastructure
3. Income generation
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32. Compare all approaches using the selection
criteria
Discuss advantage and disadvantage of
different approaches
Decide an approach
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41. Resources used to implement activities
(financial, materials, human)
Inputs are what is needed for the Activities
Question: In Real Life, what may be the inputs
needed to build a bridge?
Answer: Laborers, cement, steel beams, etc.
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42. Activities daily efforts needed for the outputs
(and then objectives and goals).
Question: In Real Life, what may be the
activities involved in building a bridge?
Answer: Identify plan, lay foundation, build
structure, etc.
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43. Outputs are the products needed to achieve
the objective.
They are the deliverables.
Question: In Real Life, what may be the
product you want in building a bridge?
Answer: completed bridge connecting two
different towns.
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44. Outcomes are the major CHANGES needed to
achieve the goal.
Question: In Real Life, what may be the
primary outcome you want to achieve with
the bridge?
Answer: Increase trade and between two
towns.
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45. Simple, clear statement of the IMPACT or
RESULT to achieve with by the project.
Change we hope to bring in the
community.
Can be bigger than the project itself.
Question: In Real Life, what may be the
Overall Reason you want to build a bridge
between 2 communities?
Answer: Improve economy in two towns.
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51. Odometer
12400km
Petrol
Speed
How much did we
do?
Are people happy
with our work?
How fast are we Oil How many
going? resources did
we use to get
Not there?
Enough Enough
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52. Project Goal Ensure a protected environment for
children.
Project Outcome Children complete school.
Outputs Teachers’ skills are updated.
Education managers have appropriate
planning and management skills.
Activities Conduct participatory teaching
methods training for elementary school
teachers.
Conduct school management training
for education managers in elementary
schools.
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53. Narrative Summary Indicators
Project Goal Ensure a protected Number of children stay with
environment for children. their care-givers.
Project Outcome Children complete school. Number of children completed
school.
Outputs Teachers’ skillsare updated. # of teachers who receive a
Education managers have certificate.
appropriate planning and # of managers who updated
management skills. management skills.
Activities Conduct participatory teaching # of training conducted.
methods training for elementary
school teachers.
Conduct school management
training for education managers
in elementary schools.
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54. Measures ultimate change desired
Project Goal Impact in people or a condition (not always
feasible or necessary).
Project Outcome
Outcome Measures key changes
necessary for goal
Outputs Output Measures the immediate
product of an activity
Process Measure the activities (process),
Activities
i.e. attendance at the activities
Input Input Measures the resources used
for the activities.
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56. Specific (Who & What?)
Measurable (How much?)
Area specific (Where?) - Achievable
Relevant – Realistic
Time-Bound (When?)
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57. Economic wellbeing of households restored
and construction of new houses.
Compound Indicator!!!
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58. Satisfaction in this workshop.
SMART: # participants in the Planning
workshop (date) who report they would
recommend the workshop to others.
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59. Quantitative - Can be directly counted and expressed as a
number
◦ % of……
◦ # of ……
◦ Frequency of……
◦ Ration of ……
◦ Amount of …….
◦ Timeliness of ……..
Qualitative – Involve perception ( can be expressed
quantitatively or as narrative)
◦ Level of congruence with
◦ Satisfaction with…..
◦ Knowledge of…..
◦ Ability to….
◦ Appropriateness of ….
◦ Importance of……
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60. Objective Tree Branch (Project Selection)
Pyramid (Project Logic)
Project Logic (Inputs, Activities, Outputs,
Outcome, and Goal)
SMART Indicators for each Level.
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61. Expected Results Statements Indicators Means of Measurement Assumptions/Risks
/ Verification
Goal – Link to SP. The programme is
expected to contribute towards the
achievement of this result, collectively with
other development partners.
Outcome 1 – Link to SP. The programme is Link to relevant SP
expected to contribute towards the indicators.
achievement of this result, collectively with
other development partners.
Output 1.1 – The programme will be directly X – not needed
held accountable for this result.
Activity 1.1.1 X – Not needed X
Activity 1.1.2 X X
Activity 1.1.3 X X
Module 2-1 61
63. Session 2:
Apply the Logical Framework to
develop a Monitoring and
Evaluation (ME) Plan
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64. To apply the skills to develop a Monitoring
and Evaluation (ME) plan
1. Monitoring – What to monitor?
2. Evaluation – What to evaluate?
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65. MONITORING EVALUATION
Clarifies program objectives Analyzes why intended
results were or were not
Links activities & resources achieved
to objectives Assesses specific causal
Translates objectives into contribution of activities to
performance indicators & results
sets targets Examines implementation
Routinely collects data, process
compares actual results Explores unintended results
with targets Provides lessons, highlights
Reports on progress & significant accomplishment
identifies problems or program potential & offers
recommendations for
improvement
Rist & Kusek, 2004
Ten Steps to a Results-Based M&E System
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68. Expected Indicators Sources/Me Baseline Collection Responsibi
results ans of methods lities
verification
Goal
Outcome
Outputs
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69. A description (qualitative or quantitative) of
the situation prior to the intervention against
which progress can be assessed or
comparison made
Used as a benchmark for assessing
programme induced outcomes or impacts
Often the first data collected for an indicator
is the baseline
Baseline data are gathered before or shortly
after project implementation begins
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70. The starting point
Data and information
Related to results (outputs, outcome and
impact)
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72. Making a decision
Enable managers and partners to make
decision and plan strategically
Programme improvement, knowledge
generation and accountability
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73. What you want to learn about the programme
What you need to know to make the
programme decisions you need to make.
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74. Purpose of evaluation
Audience
Information to decide
Sources
How to collect the information
When
Available resources
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75. Corporate & Decentralized Evaluations
Evaluation Sub-Types Evaluation Modalities
Scope Timing Unit of Management Conduct
Analysis
Institution External
Output Impact al evaluation
evaluation Individual
Policy, evaluation
strategy,
During: plan Self
evaluatio
Outcome Evaluability
assessment; n
evaluation
Formative; Project
Mid-term program
me
Cluster Joint Peer
Impact
After: Final;
themat evaluation evaluation
Summativ
e ic
Meta
Sometime
after: Ex- evaluat
post ion
76. Terms Definition When used Questions
Output Goods and Useful when Deliveries in a
evaluation services (results preceded by timely manner?
of inputs) formative
evaluation.
Outcome Changes Immediately Achieve results?
evaluation (behavioral following the Unintended
change) by end of an results? Make a
intervention activity (short difference?
term influence)
Impact Broad, long- After a Effect of
evaluation term impacts or programme has programme
effects concluded outcome? How
much better off?
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77. UNIFEM Terms Definition When to use Questions
programme
cycle
Formulation Ex-ante Predict the Formulation Will the
likelihood activities
meet the
needs?
Before or Evaluability Meaningfully Before any Gender
during assessment evaluated evaluation equality
implementat takes place identified?
ion Objectives
realistic?
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78. UNIFEM Terms Definition When to use Questions
programme
cycle
Evaluation Formative Early During What is
phase evaluation insights implementat happening?
ion
Mid-term Half-way During Is it working
evaluation implementat well?
ion
Closing Final End Immediately Achieving?
phase evaluation implementat the end of
ion an activity or
intervention
cycle
Closing Summative Some time Concluded Making
phase and ex-post after the or a year difference?
evaluation programme after
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79. Ex-ante
Formulation
Summa
tive and Closing Appraisal
ex-post
Formative
, mid-
term, Evaluation Approval
outcome,
impact
Implementa Before and
tion and during:
Monitoring evaluability
assessment 79
80. Terms Definition How to use
External evaluation External specialists Objective analysis
Self evaluation Periodic reviews to By responsible for
assess the implementation, often
achievements and used in smaller
constraints projects or as the first
step
Peer evaluation Composed of external Formative, combine
evaluators and internal understanding
programme staff with external
expertise.
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81. Mandatory evaluation Investment
A final evaluation during Programme with budget over USD
programme life cycle 1 million
A mid-term and final evaluation Programmes with budgets over
during programme life cycle USD 3 million
82. Need a quality Logical Framework
Decide which level you monitor and evaluate
Use UNIFEM Monitoring Framework
Think about baseline from the beginning
Decide what to evaluate and which level of
the Logical Framework
Evaluation is to make a decision about the
programme.
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COMPLEMENTARY ROLES OF MONITORING & EVALUATIONHandout: Monitoring & EvaluationTaken fromRay Rist & Jody Kusek’s Ten Steps to a Results-Based M&E System (2004). While monitoring and evaluation are different functions – there is a good deal of complementarity between the two.MONITORING - Clarifies program objectives, Links activities & resources to objectives, Translates objectives into performance indicators & sets targetsRoutinely collects data, compares actual results with targets, Reports on progress & identifies problemsEVALUATION - Analyzes why intended results were or were not achieved, Assesses specific causal contribution of activities to results, Examines implementation process, Explores unintended results, Provides lessons, highlights significant accomplishment or program potential & offers recommendations for improvementDEFT - Implementation-based versus results-based monitoring - It is important to distinguish between implementation- and results-based monitoring. Implementation-based monitoring and evaluation are fully complementary with no overlaps, whereas results-based monitoring is overlapping with performance measurement and to some extent evaluation. In the latter case, results-based monitoring and evaluation are both concerned with “whether” results were achieved, but in addition, evaluation provides insights to the “why” and “how”.Monitoring and evaluation - Monitoring and evaluation are distinct but clearly inter-related “management processes” often using the same “elements of analysis” but for different, although complementary, purposes. Interaction between monitoring and evaluation - A close cooperation between evaluation and monitoring reinforces both “management processes”. On the one hand, evaluation provides an opportunity to strengthen monitoring by identifying adequate monitoring frameworks that will capture the most pertinent data and provide in-depth feedback on the underlying theories of change and why and how results were achieved and what eventual implementation adjustments are required. On the other hand, good monitoring data is the basis for evaluations.
