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Innovate salone 2012 summer Innovation camp Bo, Sierra Leone

Innovate salone 2012 summer Innovation camp Bo, Sierra Leone. Monitoring and evaluation. Presented by: Paul A. Sengeh. Definition of Evaluation. “…the process of determining the merit, worth, or value of something …”

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Innovate salone 2012 summer Innovation camp Bo, Sierra Leone

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  1. Innovate salone 2012summer Innovation camp Bo, Sierra Leone Monitoring and evaluation Presented by: Paul A. Sengeh

  2. Definition of Evaluation • “…the process of determining the merit, worth, or value of something…” • “… a systematic and objective assessment of an ongoing or completed project, program or policy, its design, implementation and results” • “…an evaluation is a careful and systematic retrospective assessment of the design, implementation, and results of development activities”

  3. Evaluation • An evaluation can be conducted during the implementation of the project - called interim evaluation or A process evaluation which deals with the planning and implementation of an activity as well as with outputs and other intermediary results • Goods and services produced by project, organisationalstrengthening, initial flows of service e.g. number of schools that are supported to develop fish ponds, Total cash generated from the school gardening project in Port Loko

  4. Evaluation • It can also be conducted at the end of the project evaluation called impact evaluation, by contrast, is mainly concerned with the effects – outcomes and impacts • Specific to project activities; deal more with direct change among beneficiaries brought about by project outputs, e.g. students learning as a result of the projects from – Bo School or Albert Academy

  5. Evaluation • Impact refers to long-term developmental changee.g. proportion of students passing the BECE exams or completing secondary education as a result of passing WASCE examination

  6. Monitoring • “Monitoring and evaluation are interdependent” • Without monitoring, evaluation cannot be done well. • Monitoring is necessary, but not sufficient for evaluation. Monitoring facilitates evaluation, but evaluation uses additional new data collection. • An evaluation of a programme will often lead to changes in programme plans. This may mean changing or modifying data collection for monitoring purposes.

  7. Monitoring • Monitoring provides records of activities and results, and signals problems to be remedied along the way, It tracks results during the implementation of the project • Unlike Evaluation, monitoring does not provide information on why a particular problem has arisen, or why a particular outcome has occurred or failed to occur

  8. Indicators

  9. What are indicators? • Indicators are measures used to show what progress has been made towards theachievement of intended results or the application of desired processes. • Measures are used to demonstrate the change or result, from: • an activity, • a programme intervention, or • in the situation

  10. Indicators • An indicator is neutral, does not pre-judge or set targets, is therefore “empty of data”, i.e., data still has to be collected: • Result statement: Within 3 years, 90% of students who listen to the Radio Programmes in the Innovate Salone Project are successful in the public examinations • Indicator: % of students participating in the innovate radio programmes successful in the public examinations

  11. What should indicators do/be ? An indicator should: • state whom/where /what is being measured: e.g. girls in x district • be expressed in quantifiable units: • % • number • ratio or statements answered by descriptive words • Yes/no • Criteria/category: (e.g., high/medium/low) • indicate periodicity : • monthly/ annual/ once during programme cycle? • Be disaggregated (by sex, age, region, ethnicity etc.) whenever possible

  12. Checklists for indicators • Specific • Measurable • Attainable • Relevant • Timebound • Validity - Does it measure the result? • Reliability - Is it a consistent measure over time? • Sensitivity - When a change occurs will it be sensitive to those changes? • Simplicity - Will it be easy to collect and analyze the information? • Utility - Will the information be useful for decision-making and learning? • Feasibility – Can the programme afford to collect the information?

  13. Types of indicators Qualitative: • Yes/no • Criteria/category • quality of • extent of • level of • etc.., etc.. Quantitative: • number • frequency • Proportion/percentage • Ratio

  14. Examples of quantitative & qualitative indicators Quantitative • Number of students who listen to broadcasts • average classroom size • % of girls enrolled in secondary in Kenema district • ratio of rural/urban incomes Qualitative • Extent to which the new Child Rights Act is congruent with the provisions and standards in the CRC • Quality of learning in the school • Level of satisfaction of young people with the school environment • Degree of improvement in the nutritional status of students involved in the School Agricultural Project

  15. questions

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