Project Monitoring and

Evaluation
PROF CHARLES AMOATEY
 Introductions

Name

Programme

Organisation

Expectations

2
Introduction to M&E

Introduction
to M&E
Theory of
Change &
LogFrame

Indicators

Data
collection
M&E
and
project
planning
Learning objectives
Understand the differences
between monitoring and
evaluation, and the specific roles
they play in the project cycle.

Familiarize yourself with different

evaluation foci and types through
the project cycle.
 Exercise 1: Discussion
w w w . p r i m e t r a i n i n g . g l o b a l

• Why is M&E important?

• What role has M&E played in your organisation?
• What challenges have you faced in the M&E of
your organisation?
• How can M&E be improved in your organisation?
MONITORING
The continuous and systematic collection
of data on specified indicators.
Provides project managers and stakeholders of an
on-going project with indications of:
• progress towards/achievement of objectives;
• progress in the use of allocated funds.
Why monitor?
Monitoring is essential to track and improve project implementation:

Provides evidence of progress towards

project targets.

Helps identify patterns and trends.

Highlights implementation problems.

Informs on-going decision-making

Source: International Federation of Red Cross and Red Crescent
Societies (2011).
during the course of the project.
Monitoring questions:
Examples
Are project activities being
implemented on time?
How many technological
packages have been delivered?

What percentage of the MMDAs has

the project reached?
How many people are attending
the training sessions?
EVALUATION
The systematic and objective assessment
of a project’s design, implementation and
results.
Aims to determine project relevance,
coherence, efficiency, effectiveness, impact,
and sustainability.
 Evaluation criteria
The extent to which project objectives and design
Is the project doing the
Relevance right things?
respond to beneficiaries’, global, country, and
partner/institution needs, policies, and priorities,
and continue to do so if circumstances change.

How well does the

Coherence project fit?
The compatibility of the project with other
interventions in a country, sector or institution.

How well are resources The extent to which the project delivers, or is likely
Efficiency being used? to deliver, results in an economic and timely way.

The extent to which the project achieved, or is

Is the project achieving expected to achieve, its objectives, and its results,
Effectiveness its objectives? including any differential results across groups.

The extent to which the project has generated or

Impact What difference does is expected to generate significant positive or

negative, intended or unintended, higher-level
the project make? effects.

The extent to which the net benefits of the project

Sustainability Will the benefits last? continue, or are likely to continue.

Source: OECD-DAC (2019).

Why evaluate?
To explain how and why progress is coming about
(or not) and identify recommendations to strengthen
the project.

To determine the outcomes and impacts of the

project (intended and unintended) and assess their
value.

To re-examine the project rationale in light of

subsequent developments.

Source: Adapted from Morra & Rist, R (2009)..

Evaluation questions:
Examples
What difference did the project make
for beneficiaries, and how?
What unintended effects have been
caused by the project?

Was the project implemented efficiently

and according to quality standards?

Are there better ways of approaching the

problem addressed by the project?

Sources:
- Adapted from Morra & Rist, R (2009).
- Adapted from OECD-DAC (2010).
 Monitoring vs. Evaluation
MONITORING EVALUATION

Ongoing, continuous Period- and time-bound

Continuous feedback to improve project Periodic feedback to improve project design,
performance implementation, or results
Informs decision-making at strategic stages in
Informs “real-time” decision-making
the project’s life cycle
Responsibility of evaluator together with staff
Responsibility of project management
and management
Assesses how well it happened, what
Describes what is happening
difference it made, how or why

Internal activity Can be internal, external, or participatory

[ Monitoring and evaluation are complementary ]

Source: adapted from Morra & Rist (2009).
M&E supports
Results-Based
Management

Results-Based Management
(RBM) is a management
strategy focusing on the
achievement of clearly defined
and verifiable results
(objectives).

Source: adapted OECD-DAC, (2002)

M&E in the G M
O
project cycle N
N
EVALUATION I EVALUATION

R I
RESULTS DESIGN
• Monitoring is carried out T
O
throughout the project cycle.
O
• Evaluation has three main T
foci: project design, R
implementation, and results. I
IMPLEMENTATION I
• Rather than throughout the N
cycle, evaluation comes at key N
O
stages of the cycle.
M G

EVALUATION
Types of evaluation
There is a wide range of types of evaluation. The most
common are:
People call these
types of
evaluations in
multiple ways,
but these
Needs Project theory Process Impact common types
assessment evaluation evaluation evaluation encompass what
most evaluative
assessments do.
Questions about the
social problems the Questions about project Questions about project
Questions about
project is intended to conceptualization and operations,
project outcomes
improve and the need design. implementation, and
and impact
for the project. delivery.

Source: adapted from Rossi et al, (2004)

Evaluation informs key stages
in the project cycle
• Impact
evaluation

• Process
evaluation
● Project completion, termination
● Project expansion

● Project implementation in place

• Needs
assessment
• Project theory
● Project is designed
evaluation
 Needs assessment

What is it? What questions does it answer?

• A diagnostic study that often serves as • What is the nature, magnitude, and
the first step to design a new project or distribution of the social problem the
redesign an existing one. project intends to address?

• It provides information on what • Is there a need for an intervention?

services are needed and how they
may best be delivered. • Given the problem’s characteristics, how
should the intervention be designed?
• It assesses whether the project design
is aligned with the needs of
beneficiaries.

Source: adapted from Rossi et al, (2004)

 Project theory evaluation

What is it? What questions does it answer?

• An evaluation of the • Is the project theory reasonable,
project’s rationale feasible, ethical, appropriate?
behind how it is
supposed to attain its • Is it likely that this theory will enable
goals. project success?

• An analysis of how the

project is conceptualized
and designed.

Source: adapted from Rossi et al, (2004)

 Process evaluation

What is it? What questions does it answer?

• An evaluation of the • Is the project being implemented as

project’s intended?
implementation and
operations. • Is the project effectively transforming
inputs into outputs?

• Is the project implementation adequate

for achieving its goals?

Source: adapted from Rossi et al, (2004)

 Impact evaluation

What is it? What questions does it answer?

• Did the project work?

• An evaluation of the effects
the project had on relevant
• Did the project cause an improvement in
outcomes in beneficiaries.
beneficiary outcomes?

• Were there unintended effects?

Source: adapted from Rossi et al, (2004)

M&E enhances accountability and learning

Source: https://www.slideshare.net/IITA-CO/outcome-mapping-monitoring-and-
evaluation-tool
 Caution
There are different approaches to M&E,
which are suitable to different contexts
and purposes.

In this training, we mainly consider:

• Traditional M&E framework
• OECD definitions and criteria
 The results chain
• Theory of Change stems from the classical “results chain” model.

Inputs Activities Outputs Outcomes Goal

 The
results
chain Definition:
Inputs
The resources needed for
implementing project activities.

Examples:
People, supplies, funding.

Sources:
- OECD-DAC, (2002)
- IFAD M&E Training, Asia-Pacific
 The Definition:
results Activities The tasks that need to be completed
chain
to transform inputs into outputs.

Examples:
• Planning & design
• Purchases, hiring
• Agreements with partners
• Production process
• Distribution

Sources:
- OECD-DAC, (2002)
- IFAD M&E Training, Asia-Pacific
 The Definition:
results The products and services delivered
chain Outputs by the project.

Examples:
• Irrigation systems constructed
• Affordable microfinance loans
offered
• Training delivered

Sources:
- OECD-DAC, (2002)
- IFAD M&E Training, Asia-Pacific
 Definition:
The The expected changes on beneficiaries from
using the project outputs.
results
chain
Outcomes
Considerations:
The project is expected to influence
outcomes, but not entirely determine them, as
they depend on beneficiaries’ behavior.

Examples:
• Increased productivity
• Improved harvesting and husbandry
practices
• Higher sales
Sources:
- OECD-DAC, (2002)
- IFAD M&E Training, Asia-Pacific
- IFAD, (2018)
 Definition:
The long-term objective of the project for
The
improving livelihoods.
results
chain
Goal
Consideration:
The project is expected to contribute to the
goal, but not accomplish it on its own.

Examples:
• Improved food security
• Increased climate resilience
• Lower levels of rural poverty

Sources:
- OECD-DAC, (2002)
- IFAD M&E Training, Asia-Pacific
Consolidated example of results chain:

Suppose we have a project that delivers training and improved production inputs to
increase productivity and product quality.

Inputs Activities Outputs Outcomes

Outcomes Goal

• Trainers • Develop training • Training • Beneficiaries • Reduced

• Teaching space curriculum delivered. reduce of poverty.
• Branded cylinders • Hire trainers for LPG • Production production.
inputs provided. • Beneficiaries
use
improve the
• Buy and distribute quality of their
cylinders products.
• Agreements with
local authorities
Conceptualizing project success and failure
 Theory of Change: What is it?

■ An approach to project design, monitoring and

evaluation.
■ A process of reflection about how and why change is
expected to happen in a project.

■ A product: a visual, structured tool for outlining the

change process that needs to occur to achieve project
goals. It is usually a diagram accompanied by a narrative.
 Every project has a Theory of Change

■ Many different formats or models for a Theory of Change.

■ Explicit (an actual Theory of Change diagram or narrative)

or implicit (a tacit rationale behind how the things the
project does will contribute to its goals).

■ Similar concepts include project theory models, logic

models, change or outcome frameworks, logical
frameworks, and outcome models.
Theories of Change articulate causal chains

IF IF IF

X Y Z GOAL

THEN THEN THEN

Steps to develop a Theory of Change

Identify key assumptions

Conduct a Strategy analysis

Carry out a Objective analysis

Carry out a Situation /

Problem analysis
 01 Situation analysis
Common approaches for
conducting situation analyses

• Several approaches exist to conduct a Needs assessment

situation analysis.
Stakeholder analysis
• In general, situation analyses answer these
questions:
Problem tree
‣ What is the problem?
‣ Who is affected by this problem? Gender analysis
‣ Where does the problem happen?
‣ What are the causes of the problem? Cost-effectiveness projections
for alternative projects
‣ What are potential solutions to the
problem? SWOT analysis
01 Problem statement

Situation analyses identify an overall problem statement that will help guide
project design. For example:

“Rice farmers in rural Tumu face

increased levels of food insecurity.”

What is the Who is affected Where does the

problem? by this problem? problem happen?
01 Problem statement
To establish the cause/effect relation between problems

Marginalisation of
women EFFECTS
in decisionmaking

Less women
participation in Fewer women
local governance own businesses

Lack of
High cost of entrepreneurship Limited access to
Lack of leadership
campaigns markets
CAUSES
skills skills
02 Objective analysis

• The long-term goal is often the “positive opposite” of the

problem statement. For example:

Situation analysis

“Wheat farmers in rural Tumu face

Problem statement
increased levels of food insecurity.”

Long-term goal “Wheat farmers in rural Tumu have steady

access to safe, nutritious, and sufficient food.”
02 Objective analysis
To convert the problems into positive achievements through means/ends
relationships
More women involve ENDS
in decisionmaking

More women
participation in More women
local governance own businesses

Increase
Increase leadership
Reduce cost burden entrepreneurship Increase access to MEANS
of campaigns skills among women markets
skills
 03 Strategy analysis
SOME POSSIBLE CRITERIA
• Analysing the available
options in relation with the Availability of
contribution to the project Complementaritie financial
objectives s with projects resources,
financed by other expertise, etc.
• Assessing their respective donors
merits in relation with the Importance given
by the target
identified solution; Contribution to the
group Existing potentials
reduction of
and capacities (of
• Selecting the best strategy inequalities (e.g.
target group)
on the base of criteria gender)
agreed by the
representatives of the Urgency
Relevance for the
stakeholders which will be country agreed
Social
directly involved in the strategy
acceptability
project.
03 Strategy analysis (2)
In the project
Out of the project
OVERALL
OBJECTIVE
More women involve
in decision making

More women PURPOSE

participation in More women
local governance own businesses

Increase RESULTS
Reduce cost burden entrepreneurship Increase access to
Increase leadership
of campaigns skills among women markets
skills

Political Empowerment Strategy Economic Empowerment Strategy

Decision based on budget, priorities, human resources,
42
urgency, social acceptability
04 Assumptions
Assumptions are hypotheses about external risks that could affect
the project’s success.

Assumptions are not under the control of the project, but the
project needs that these assumptions are met to reach its goals.

Assumptions are things that are already occurring, but the project’s
performance could be compromised if they stopped occurring.

Examples:
• Weather conditions allow training delivery.
• Safety conditions permit project staff mobility.
• The local transport system is functional.
 Risk analysis: which assumptions should we include?

Is the risk external to YES Redesign (add

the project? YES activities or outputs)

NO Is the risk important YES Can the project be

for reaching project VERY LIKELY redesigned to
minimize the risk? High-risk project—
goals? might need to be
NO
reconsidered
NO How likely is the
risk to occur?
LIKELY Include as assumption
and monitor

UNLIKELY

DO NOT INCLUDE
Assumptions as a risk analysis for adaptation

▶ Identifying assumptions should take you through this kind of

thinking.
▶ It helps you identify relevant risks that you will need to monitor
throughout the project cycle.
▶ A careful monitoring of risks will help you respond to threats in a
timely manner and adapt accordingly to keep ensuring project
success.
▶ Sometimes assumptions are also used for accountability purposes
(e.g., the project was not able to reach an indicator target on time
due to extreme weather conditions).
Logical Framework : An example
INTERVENTION LOGIC OBJECTIVELY VERIFIABLE INDICATORS SOURCES OF ASSUMPTIONS
VERIFICATION
% of women who believe their voices are Surveys amongst
GOAL/ IMPACT heard in decision-making indigenous women
More women involved in decision making

Statistics of the Barriers to registering new

OUTCOME % of newly registered business own by women Registrar’s Generals
Women owned businesses increased businesses are removed
Department

OUTPUT Number of women completing 2 week training Women are allowed to attend
Training institutions training
1. Increase entrepreneurship amongst women course in “starting a business” records

% of women owned organiisations whose

2. Access to markets improved products are sold on the capital ’s international Sampling on the markets
market. Co-operatives files

ACTIVITIES MEANS COSTS

1.1Train women in “starting new businesses” 4 training sessions (10 days) attended by 50 wm 150 000
1.2. Invest in business start up packs for newly 50 start up packs 40 000
trained women

2.1 Reinforce the negotiating capacity of women co- 10 training sessions for managers 300 000
operatives 50 000
2.2 Organise a co-operative representation in the
export commission
Publicity
2.3 Promote the co-operatives ’ products in the media
46
total 540 000