Making Monitoring and Evaluation Systems Work

Author(s):  
Marelize Goergens ◽  
Jody Zall Kusek
Author(s):  
Mary Kay Gugerty ◽  
Dean Karlan

Without high-quality data, even the best-designed monitoring and evaluation systems will collapse. Chapter 7 introduces some the basics of collecting high-quality data and discusses how to address challenges that frequently arise. High-quality data must be clearly defined and have an indicator that validly and reliably measures the intended concept. The chapter then explains how to avoid common biases and measurement errors like anchoring, social desirability bias, the experimenter demand effect, unclear wording, long recall periods, and translation context. It then guides organizations on how to find indicators, test data collection instruments, manage surveys, and train staff appropriately for data collection and entry.


AIDS ◽  
2009 ◽  
Vol 23 (Suppl 1) ◽  
pp. S97-S103 ◽  
Author(s):  
Nzapfurundi O Chabikuli ◽  
Dorka D Awi ◽  
Ogo Chukwujekwu ◽  
Zubaida Abubakar ◽  
Usman Gwarzo ◽  
...  

Evaluation ◽  
2017 ◽  
Vol 23 (3) ◽  
pp. 294-311 ◽  
Author(s):  
Boru Douthwaite ◽  
John Mayne ◽  
Cynthia McDougall ◽  
Rodrigo Paz-Ybarnegaray

There is a growing recognition that programs that seek to change people’s lives are intervening in complex systems, which puts a particular set of requirements on program monitoring and evaluation. Developing complexity-aware program monitoring and evaluation systems within existing organizations is difficult because they challenge traditional orthodoxy. Little has been written about the practical experience of doing so. This article describes the development of a complexity-aware evaluation approach in the CGIAR Research Program on Aquatic Agricultural Systems. We outline the design and methods used including trend lines, panel data, after action reviews, building and testing theories of change, outcome evidencing and realist synthesis. We identify and describe a set of design principles for developing complexity-aware program monitoring and evaluation. Finally, we discuss important lessons and recommendations for other programs facing similar challenges. These include developing evaluation designs that meet both learning and accountability requirements; making evaluation a part of a program’s overall approach to achieving impact; and, ensuring evaluation cumulatively builds useful theory as to how different types of program trigger change in different contexts.


2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Madri S. Jansen van Rensburg ◽  
Caitlin Blaser Mapitsa

Background: This article reflects on the implementation of a diagnostic study carried out to understand the gender responsiveness of the national monitoring and evaluation (M&E) systems of Benin, South Africa and Uganda. Carrying out the study found that the potential for integrating the cross-cutting systems of gender and monitoring and evaluation (M&E) are strong. At the same time, it highlighted a range of challenges intersecting these two areas of work. This article explores these issues, which range from logistical to conceptual.Objectives: This article aims to share reflections from the gender diagnostic study to enable more appropriate capacity building in the field of gender responsiveness in national M&E systems. Developing more sophisticated tools to measure gender responsiveness in complex contexts is critical. A better understanding of how gender and national M&E systems intersect is important to understanding firstly how we can more accurately measure the gender responsiveness of existing systems and secondly how better to engender capacity development initiatives.Method: As part of the Twende Mbele programme, Centre for Learning on Evaluation and Results (CLEAR) commissioned Africa Gender and Development Evaluator’s Network (AGDEN) to coordinate teams of researchers in Benin, Uganda, and South Africa to collaboratively develop the diagnostic tool, and then implement it by conducting a review of key documentation and to interview officials within the government wide monitoring and evaluation systems as well as the national gender machinery in each country.Results: The study found that the gender responsiveness of M&E systems across all three systems was unequal, but more importantly, it is important to do more work on how M&E and gender are conceptualised, to ensure this can be studied in a more meaningful way. To strengthen national monitoring and evaluation systems, gender responsiveness and equity must serve as a foundation for growth. However, intersection M&E with gender is complex, and riddled with gaps in capacity, conceptual differences, and challenges bringing together disparate and complex systems.Conclusion: A stronger understanding of the linkages between M&E and gender is an important starting place for bringing them together holistically.


2020 ◽  
pp. 42-46
Author(s):  
L.N. Rozhdestvenskaya

The article summarizes international approaches to creating effective management tools that enable operational management of school nutrition programs of various scales — monitoring and evaluation systems. M&E system, as a project management tool, is the most relevant and appropriate way to reduce the level of uncertainty and ensure the effectiveness of management decisions, using the possibilities of digitalization. The paper suggests ways to create basic tools of the system for monitoring and evaluating national school nutrition programs and the national plan for the M&E system of the school nutrition program in Russia.


2018 ◽  
pp. 69-80
Author(s):  
Rômulo Paes-Sousa ◽  
Aline Gazola Hellmann

2019 ◽  
Vol 4 (5) ◽  
pp. e001739 ◽  
Author(s):  
Claudia Lo Forte ◽  
Marina Plesons ◽  
Matilda Branson ◽  
Venkatraman Chandra-Mouli

If the Sustainable Development Goal (SDG) target 5.3 to end child marriage by 2030 is to be met, the annual rate of reduction in the prevalence of child marriage must increase from 1.9% to 23%. Over 30 countries have developed, or are developing, national policies/programmes towards this goal. However, many are struggling to operationalise these policies/programmes, particularly at subnational levels. Thus, Girls Not Brides and the WHO commissioned a review of lessons learnt from national and subnational implementation of multi-sectoral policies/programmes targeting other issues that could be applied to the global movement to end child marriage. This review identified a number of pragmatic lessons learnt. At the national level, countries should identify and engage committed and skilled leadership, build a shared understanding of the target issue and how to address it, and delineate and clarify the roles and responsibilities of relevant stakeholders. At the subnational level, countries should establish coordination mechanisms, build awareness and capacity of staff, use subnational evidence to contextualise and tailor interventions, develop coordinated budgets and cost-sharing mechanisms, and integrate monitoring and evaluation systems. These lessons are remarkably consistent, despite coming from different target issues and contexts. The commonality of these findings reveals that various stakeholders are repeatedly and consistently failing to ensure that these fundamental requirements are in place. It is vital that the global movement to end child marriage learns from and uses these lessons if it is to meet its SDG target.


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