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Source: http://www.doksinet District Participatory Planning and Budgeting Process Module 6: Monitoring and Evaluation – Training Material (DPPB Guidelines Step 5: Monitoring and Evaluation) Trainer Guide January 2011 Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 1 Source: http://www.doksinet SUPPORT PROVIDED BY UNITED NATIONS SOMALIA Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 2 Source: http://www.doksinet Table of Contents Information for Trainers . 4 Getting Started . 6 Unit 1: Monitoring and Evaluation . 11 1.1 Introduction to Monitoring and Evaluation 11 1.11 What is Monitoring and Evaluation (M&E)? 11 1.12 How is M&E relevant to the DPPB Guidelines? 12 1.13 What are some important terms used in M&E? 12 1.2 District M&E activities and responsibilities 16 1.21 What M&E activities need to take place at district level? 16 1.22 Who is responsible for district M&E

activities? 16 1.23 What is the role of the Community Monitoring/User Group? 17 1.24 What is MIS and how is it relevant to M&E? Hiba! A könyvjelző nem létezik 1.3 District Development Framework Monitoring 19 1.31 What is a DDF monitoring framework? 19 1.32 Who is involved in developing the DDF monitoring framework and when does it happen? . 20 1.33 How do we collect data for the DDF monitoring framework? 20 1.34 Who is responsible for data collection and when does it happen? 20 1.4 Work plan and budget monitoring 22 1.41 What is involved in monitoring the district’s annual work plan and budget? 22 1.42 What is involved in progress reports for the district’s annual work plan? 23 1.43 Who is responsible for AWPB monitoring and reporting and when does it happen? 23 1.5 Joint and external monitoring and evaluation 24 1.51 What is involved in joint monitoring for districts? 24 1.52 What are the specific activities relevant to joint monitoring? 24 1.53 Who is

involved in joint monitoring activities and when does it happen? 24 1.54 What is financial and administrative procedures monitoring? 25 1.55 What is external monitoring and why do we need it? 25 1.56 What is external evaluation? 25 Evaluation of training . 27 Trainer Resources . 30 Additional Activities. 31 Energisers . 31 Introduction Activities . 32 Evaluation Questionnaire . 34 Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 3 Source: http://www.doksinet Information for Trainers This Module 6: Monitoring and Evaluation training module is designed to assist District Councillors to conduct proper Monitoring and Evaluation procedures to ensure effective, transparent and accountable implementation of the District Development Framework and Annual Work Plans in the district. The training materials are in 2 books – a Participant Book, which the participants will refer to throughout the training and this Trainer Guide. How to use this Trainer

Guide This Trainer Guide has been developed along with the Participant Book to provide you the trainer with information to successfully conduct this training. It is divided into sessions. The information for each session includes: • Session Objectives • Estimated duration of the session • Methods used in the session • Preparation and materials required for the session • Points to Highlight and Facilitation Hints • Step by step instructions on how to deliver the session • Instructions for conducting activities and suggested answers Each session contains some information to be presented, with the Trainer Guide identifying the main points to highlight. Each session has an activity and some also have questions for discussion, in order to make the training as interactive as possible and to help participants put into practice what they have just learned. At the end of the Trainer Guide is a section called Trainer Resources. This section includes the following: • Additional

activities – introduction and energiser • Evaluation questionnaire As mentioned above, the training materials are designed for you to use this Trainer Guide in conjunction with the Participant Book. The participants in the training will have only the Participant Book to guide them, so it is important that you have a thorough understanding of what is contained in this Trainer Guide, in order to maximise the learning that takes place during the training. The points below offer some suggestions on how to do this: Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 4 Source: http://www.doksinet • • • You are strongly encouraged to read the Trainer Guide alongside the Participant Book prior to the training and highlight any interesting points that you need to focus on during the training. During the training, at the end of each session, make sure that your Trainer Guide and Participant Book are open at corresponding pages. Before each session

begins, make sure you are familiar with the objectives for the session and the time allocated and aim to stay within this allocated time. The aim of these materials is to make it easy to understand the procedures through participatory methods and simple explanations. Any feedback or suggestions for improvement of the training materials are welcome and should be directed to the Ministry of Interior. Timing The training has been designed to be run over 2 days, with each day planned for a maximum of 4 training hours, giving a total of 8 training hours. Indicative times have been given in this Trainer Guide at the beginning of each session. There is also a suggested timetable given as a guide in the Introduction section of the Participant Book. Note that these times take into account the activities If you find you are running short of time, you may need to consider omitting or shortening the activities in some of the sessions. Please refer to Table I.2 – Training Overview and Table I3

– Indicative Timetable in the Participant Book to familiarise yourself with the proposed outline and timings for the training. Note that an ‘energiser’ has been scheduled in for when resuming after the morning break. This can be informal, for example, participants may wish to sing a song or have an energiser to share. Alternatively, you can use one of the suggested energisers found in the Trainer Resources section of this Trainer Guide.  Good luck with your training. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 5 Source: http://www.doksinet Introductory Session Getting Started  Session Objectives: • • • • • To create a comfortable and encouraging learning environment. To outline what the training aims to achieve and how this will happen. To provide an overview of the training. To understand participants’ expectations of the training. To set some agreed ground rules for the training.  Duration: 45 minutes 

Methods: Discussions, explanations, brainstorming  Preparation and materials required ! • Prepare aims and objectives on flip chart paper before the session begins. You might not need to conduct this entire session, depending on whether this training follows on immediately from another training module eg Module 5. Note that the Aims and Objectives and the Overview of this module will need to be presented, regardless of how the training is scheduled. Here are some suggestions of what to cover in this session: You will need to adjust what you include depending on the time available. 1. Welcome This can include things like: • Opening Prayer • Welcome for any special guests and any introductory remarks. • Background to the training if needed, for example, information about the Joint Programme for Local Governance. • Any ‘housekeeping’, for example, meals and accommodation, location of toilets, breaks or travel arrangements. Module 6: Monitoring and Evaluation

Module, Training Materials – Trainer Guide 6 Source: http://www.doksinet 2. Introductions Introductions are useful when the participants do not know each other very well. They also help to set a friendly atmosphere for the training that follows. There are a number of ways that you can conduct introduction activities. One issue with introduction activities is that they sometimes take up a lot of time, which reduces the amount of time left for the other activities in the training. The aim is to keep the introductions as brief as possible, but at the same time allow participants to feel they are familiar with the other people in the group. A simple method for introductions is given below: 1. Ask each participant to introduce the person next to them to the rest of the group, using the following brief questions as a guide: • What is your name? • What is your role in your District Council/Administration? 2. After the participants have introduced themselves, make sure you

introduce the members of the training team and any other resource people present at the training. Other introduction activities are included in the Trainer Resource section at the end of this Trainer Guide for you to use if time permits. 3. Aims and Objectives of Training These refer to the overall aims and objectives of the training, that is, what we expect the participants will have achieved by the time they complete the training. Note that there are also specific objectives relevant to each particular session and these should be referred to at the beginning of each session. 1. Prepare the aims and objectives given below on flip chart paper before the session begins and display somewhere visible for the duration of the training, for example, on a wall in the training venue. Aim: To assist District Councillors and staff to conduct effective Monitoring and Evaluation procedures to ensure effective, transparent and accountable implementation of the District Development Framework and

Work Plans in the district. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 7 Source: http://www.doksinet Objectives: • To understand the meaning of Monitoring and Evaluation and its purpose. • To become familiar with the Monitoring and Evaluation requirements as set out in Step 5 of the District Participatory Planning and Budgeting Guidelines. • To become familiar with some of the roles and responsibilities of different parties involved in M&E activities. 2. Point out the aims and objectives of the training to participants as written on the flip chart. 3. Ask participants if they have any feedback on these aims and objectives or if there is anything that is unclear. 4. Training Overview and Documents 1. Explain to participants that this training module is one part in a larger training programme for District Councillors and staff. 2. Ask participants to look at the beginning of their Participant Book at the following: • Table I.1 –

Overview of Training Modules This table shows how the Implementation and Procurement Module is one of a series of modules. Some participants may have already received training in some of these other modules. 3. Point out the documents that participants have been given, which include the following: • Participant Book – this is the main document that participants will use in the training. 4. Explain that the training materials are linked to relevant places in the DPPB Guidelines and there are places in the Participant Book that refer to relevant information in the guidelines. Back in their districts, participants should refer to both the Participant Book and the guidelines as a reference document for further information if needed. 5. Ask participants to look at the beginning of their Participant Book at the following: • Table I.2 – Training Overview • Table I.3 – Indicative Timetable Explain that the training timetable is indicative only and may have to be adjusted each day,

depending on the time available and the circumstances of the training. 6. Highlight that the training will be more likely to run to schedule if participants can ensure they are on time each morning and when returning from the morning break. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 8 Source: http://www.doksinet 5. Expectations and Ground Rules This is a useful exercise to help participants understand why they have come to the training and what they hope to achieve. It may not be possible to do this exercise due to time limitations. You will need to decide whether you have enough time or not. 1. To get an idea of expectations, ask participants to think about the following Questions for Reflection in their Participant Book. Questions for Reflection: • • Why did you come here today? What do you hope to take away from this training? 2. Invite participants to share their thoughts with the rest of the group It is not necessary to hear

from everyone, but it can help to get an idea of what the participants are thinking if you are able to get a few contributions from the group. 3. If you think that participants have expectations of the training that seem confused or unrealistic, this is a good opportunity to discuss these expectations before the training begins. Addressing such issues early on may help prevent problems later on in the training. 4. It is a good idea to identify ‘ground rules’ to guide the training, for example, no smoking; no interrupting others when they are talking. Ask your participants for their ideas on ground rules for the training and make a list of these for all to see. Make sure that everyone agrees with the rules before continuing. Put this list somewhere visible for the duration of the training. Keep in mind that as a trainer you have an important role to ensure that the group adheres to the ground rules that they have created. You may need to reinforce these ground rules by reminding

participants of them as needed during the training. 5. After the group has completed its ground rules, follow up by emphasising that the training should be conducted in an atmosphere of ‘mutual respect’. This can include: • Listening to others’ views, even if they are different from your own. • Not criticising other people’s ideas just because you don’t like them. • Giving everyone a chance to express themselves. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 9 Source: http://www.doksinet Explain that the way people conduct themselves in the training should reflect how they aim to operate back in their district. 6. ‘Car Park’ for Questions This is a useful method when it is likely that there will be questions of a technical nature during the training that are beyond your scope of knowledge. In these cases it is better to explain that you don’t know the answer, but you can find out, rather than give an incorrect answer. The

‘Car Park’ is a tool you can use to ‘park’ any questions that you do not have an answer for at the time. 1. Put a piece of flip chart paper on the wall of the training venue labelled ‘Car Park’. 2. Explain to participants that this is where you will write any questions that you are unable to answer during the training. 3. After the training, you need to follow up these questions to find answers 4. When you have found answers to the car park questions, make sure you feed back this information to the participants. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 10 Source: http://www.doksinet Unit 1: Monitoring and Evaluation Session 1.1 Introduction to Monitoring and Evaluation  Session Objectives: • To understand the concept of ‘Monitoring and Evaluation’ and the benefits of conducting it. • To understand how Monitoring and Evaluation fits into the DPPB Guidelines. • To become familiar with the different forms of

Monitoring and Evaluation needed in the district context.  Duration: 1.5 hours  Methods: Group work, Discussion, Analysis  Preparation • Markers, flip chart paper and materials required *To start the session, briefly go through the session objectives, emphasising what participants should understand and be able to do by the end of the session.* 1.11 What is Monitoring and Evaluation (M&E)? 1. Go through the shaded box, which explains the meaning of Monitoring and Evaluation and distinguishes between the two activities. 2. Table 11 outlines some further differences between Monitoring and Evaluation, go through this table to ensure that participants understand the differences. Emphasise that this example is related to M&E as it applies to a project implementation process. 3. The next shaded box outlines some of the benefits of doing M&E It is important that participants understand these benefits, in order that they don’t perceive M&E as just a set of

meaningless tasks they are required to fulfil. But rather, M&E activities can bring up a lot of useful information that districts can learn from, to improve their performance. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 11 Source: http://www.doksinet 1.12 How is M&E relevant to the DPPB Process? 1. The purpose of this section is for participants to understand that M&E is part of the DPPB Process and is outlined in the DPPB Guidelines. 2. Table 12 shows how each step in the DPPB Guidelines is related to a training module, and that this module is the final module in the series. 3. Ask participants to refer to the shaded box, which contains information taken from the DPPB Guidelines, p.21 4. Ask participants to look at Diagram 11 and Table 13 in their Participant Book These have been taken from the DPPB Guidelines and indicate that Step 5: Monitoring and Evaluation is one step in the larger cycle of district planning and budgeting.

Table 13 gives some information about when the activities take place and who is responsible. 1.13 What are some important terms used in M&E? 1. Next are some definitions of terms commonly used in M&E that participants are likely to encounter. 2. Explain that these terms are not standardised across M&E in different programs and projects, therefore the meaning of ‘objective’ could be different in one program compared to another. 3. However, the terms defined here are those that apply to the Millennium Development Goals (MDGs) and also are commonly used in the development of logical framework documents (LogFrames), so they are seen as appropriate definitions in this context. 4. Go through the definitions and examples provided of goals, objectives, results, targets and indicators. Then look at the Diagram 12 that follows, which illustrates how each of the terms are related to each other. 5. When you are sure that participants understand these terms, move on to go through

the other definitions and explanations, including downstream accountability, horizontal accountability, checks and balances and logical framework. 6. Point out that these and other important terms have been included in the Glossary at the end of the Participant Book. 1.24 What is MIS and how is it relevant to M&E? Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 12 Source: http://www.doksinet 1. Go through the text in the shaded box, which gives a brief introduction to the role of MIS (Management Information Systems) and its relationship to M&E. 2. Point out that the JPLG has an MIS, which can be accessed by the public online Point out the website and login details. Note that a sample page from the MIS has been included as Annex 2 at the end of the Participant Book, which gives information about contract management.  Activity 1.1: Understanding M&E terms This activity is designed to help participants become familiar with a reporting

framework used for monitoring purposes. In this case the framework used is for the JPLG and identifies some of the results, benchmarks, annual targets and indicators used by the JPLG to measure progress. The activity is also designed to give participants more understandings of the definitions provided during the session. Suggested timing: Preparation: Time in pairs: Plenary discussion: 5 mins 15 mins 25 mins 1. Ask participants to work in pairs and turn to Annex 1 at the end of their Participant Book. 2. Explain that this is an example of the JPLG reporting framework, which is used by MOI to collect information on JPLG progress towards achieving its objectives. 3. Explain that the framework is used here as the basis of an activity, to give participants some familiarity with the kinds of reporting documents used for monitoring. 4. In reality, it is the responsibility of the MOI to report on the indicators in this framework, using information provided by districts. 5. Go through each

of the column headings of the reporting framework and note what these are. Explain that this reporting framework does not show all of the objectives and results for the JPLG, but just Result 1.1 and 12, for training purposes 6. You can go through an example of Result 11, so that participants understand the information contained in the framework and how it relates to Result 1.1 Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 13 Source: http://www.doksinet 7. Instruct participants to work in pairs and answer the questions in their Participant Book. Emphasise that all the information participants need to answer the questions is contained in Annex 1. 8. Give participants about 15 minutes to do this activity Then come back to plenary and ask some participants to share their answers. 9. Hopefully there will be a few different benchmarks chosen, to give some variety to the answers. 10. What you need to be looking for is that participants have been able to

find the necessary information contained in the framework. This will show that they have some understanding of the definitions presented in the session and also some familiarity with working with this kind of a reporting framework. Example Answer: 1. According to the framework, what is the JPLG Result 12? Up to 98 districts have legitimate councils established and operational in selected locations . 2. Can you list one of the benchmarks for JPLG Result 12? 60 Sub-Committee meetings held annually. Trainer’s Note: Sub-Committee meetings are seen as an important aspect of achieving legitimate established and operational local councils. If sub-committees are meeting regularly it is a good sign that they are established and fulfilling their duties. 3. For the benchmark you have chosen, how will progress towards the benchmark and result be measured (in other words, what is the indicator)? Number of meetings Trainer’s Note: Counting the number of annual meetings held by Sub-Committees

is an easy way of measuring progress towards the benchmark. 4. How will this indicator be verified? Record of Sub-Committee meetings Trainer’s Note: There needs to be some way of verifying that the Sub-Committee meetings actually took place. Written records of the Sub-Committee meetings (ie minutes) are a reliable means of verification. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 14 Source: http://www.doksinet 5. What is the target to be achieved in 2010 in relation to the benchmark you have chosen? 20 Sub Committee meetings in each functioning Local Council in Puntland. Trainer’s Note: The benchmark is ultimately to have 60 Sub-Committee meetings held for each Local Council in Somalia. However, for 2010, the target is for each functioning Local Council in Puntland to hold 20 Sub-Committee meetings. Over time, this will aim to be increased. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 15 Source:

http://www.doksinet Session 1.2 District M&E activities and responsibilities •  Session Objectives: • • To be aware of the scope of M&E activities that districts need to participate in. To understand who has responsibilities for district M&E activities. To become familiar with the specific role of the Community Monitoring/User Group in monitoring district projects.  Duration: 1 hour  Methods: Group work, Discussion, Scenarios  Preparation • Markers, flip chart paper and materials required *To start the session, briefly go through the session objectives, emphasising what participants should understand and be able to do by the end of the session.* 1.21 What M&E activities need to take place at district level? 1. Go through the shaded box and Diagram 13 with participants, and make sure they understand the distinction between monitoring of JPLG activities and monitoring of district activities. 2. Note that the JPLG activities are already

underway and therefore are being monitored. At this stage, districts have only just developed their DDFs and AWPBs, so the monitoring of these will come once implementation starts. However, it is important for districts to be aware of what will be required of them in terms of monitoring their own DDF objectives. 1.22 Who is responsible for district M&E activities? 1. Explain that there are a number of different individuals and bodies who have responsibilities for Monitoring and Evaluation of district activities. 2. Ask participants to look at Diagram 14 for an overview of these different bodies/individuals and their responsibilities. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 16 Source: http://www.doksinet 3. Go through this diagram carefully, explaining that M&E needs to take place at a number of different levels – ministry (through MOI), district (through the District Council and departments) and community (through Community

Monitoring/User Groups and VCs). 4. Explain that there are also external evaluations and technical audits which are conducted by external parties and can be relevant to any of the 3 levels. 5. Then move on to look at Diagram 15, which is an organogram showing the reporting structure for those involved in district M&E activities. 1.23 What is the role of the Community Monitoring/User Group? 1. Ask participants to read through the shaded box, which has some information specific to the role of the Community Monitoring/User Group. 2. Emphasise that these Community Monitoring/User Groups are temporary bodies and set up specifically to monitor the implementation of a project in a community. 3. Refer participants to Annex 3, where there is an example of a contract monitoring report from a Community Monitoring/User Group.  Activity 1.2: Community Monitoring/User Group scenario This activity is designed to get participants to reflect on the role of the Community Monitoring/User Group

and how this group might work in relation to others who have a project monitoring role, such as the Technical Supervisor. Suggested timing: Preparation: Time in pairs: Plenary discussion: 5 mins 10-15 mins 10 mins 1. Ask participants to work in groups of 3 and read the scenario in their Participant Book. 2. They should discuss the scenario and answer the questions that follow 3. Give participants about 10-15 minutes for this activity When groups have finished, come back to plenary and discuss the answers. Suggested Answers: Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 17 Source: http://www.doksinet a) It is the responsibility of the Community Monitoring Group to have oversight of the day-to-day progress of the works, therefore it should have reported if the contractor was not coming to work. However, it is important that enough site visits are scheduled to ensure that the Technical Supervisor (District Engineer) or staff are also making

regular visits and checking on progress. b) The schedule of visits should have been discussed with the Community Monitoring Group, so that everyone knows when to expect site visits. The Community Monitoring Group should have had its responsibilities clearly explained by the District Engineer and it should receive clear instructions on who to report to if a situation arises. Before starting the following session, ask participants to look at Diagram 1.6, which gives an overview of the tasks that districts will undertake as part of carrying out monitoring of their DDF and AWPB. Explain that the sessions to follow give more detail about each of these tasks and how to carry them out. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 18 Source: http://www.doksinet Session 1.3 District Development Framework Monitoring  Session Objectives: • • To understand what is required to conduct effective monitoring of the District Development Framework. To

become familiar with Tasks 5.1 and 52 in the DPPB Guidelines.  Duration: 1.5 hours  Methods: Group Brainstorming, Presentation, Discussion,  Preparation and materials required • • Whiteboard/flip chart, markers (optional) You will need to have access to a copy of the DDF for the district/s who are attending the training, so you can refer to the objectives for Activity 1.3 *To start the session, briefly go through the session objectives, emphasising what participants should understand and be able to do by the end of the session.* 1.31 What is a DDF monitoring framework? 1. This session is related to the development of a monitoring framework for each district’s DDF. The purpose of such a framework is a tool to help districts monitor how well they are progressing towards achieving their own objectives over the 5 years that their DDF is in place. 2. Ask participants to refer to Diagram 16 in their Participant Book, which gives an overview of the tasks related to

M&E as outlined in the DPPB Process. Explain that in this session we are looking at Task 5.1 and Task 52 3. Go through the shaded box, which explains why districts need to have a framework to monitor their DDF. It also gives some information on how a DDF monitoring framework might actually look, with dot points on what would need to be included in the framework. 4. Refer participants to Table 14 which gives an example of a DDF monitoring framework. Spend some time going through the table and ensuring that participants understand what information is required for each of the columns in the framework. Highlight that each district will need to develop something similar for their own district’s DDF objectives. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 19 Source: http://www.doksinet 1.32 Who is involved in developing the DDF monitoring framework and when does it happen? 1. Ask participants to look at Table 15, which provides detail on who

should be involved in the development of the DDF monitoring framework and when it should take place. It also outlines the process and desired outcomes 1.33 How do we collect data for the DDF monitoring framework? 1. Go through the shaded box, pointing out that detailed information on how to conduct data collection activities will not be provided here. Instead, it is included in the staff version of this module which is for a smaller group of participants – those who will actually be involved in the process of collecting data, for example, Planning Department staff and other relevant department staff. 1.34 Who is responsible for data collection and when does it happen? 1. Go through Table 16, which explains who has responsibility for data collection and when this would take place. 2. Note that the desired outcome of this process is to have an updated DDF monitoring framework, so that districts will always know where they are in terms of progress towards their DDF objectives. 

Activity 1.3: DDF Objectives brainstorm The purpose of this activity is for participants to reflect on the objectives as stated in their DDF and try to identify some important elements of monitoring these objectives. Suggested timing: Preparation: Time in groups: Plenary feedback and discussion: 5 mins 10-15 mins 20 mins 1. You will need to have access to the DDF document for the district/s who are attending the training. 2. Divide participants into groups. The number of groups should be the same as the number of objectives in the DDF, so that each group can consider one objective. 3. Ask groups to discuss their assigned objectives and try to answer the questions below. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 20 Source: http://www.doksinet 4. Note that this is a brainstorming exercise and there may be more than one correct answer. The activity aims to get participants thinking about some general monitoring considerations for when

monitoring their own DDF. Suggested Answers: 1. What are some of the ways we can determine whether our district is progressing towards this objective? Set relevant benchmarks, targets and indicators 2. Can we identify any indicators that might help us assess progress towards this objective? For example, if our objective is relating to water and sanitation, one possible indicator could be proportion of households with adequate access to safe drinking water (for both rural and urban areas in the district). Another indicator could be proportion of households with access to improved sanitation (for both rural and urban areas in the district). 3. What might be some ways of verifying these indicators? For the example indicators given above, means of verification could be reports of the district department responsible for water and sanitation (if exists), otherwise the closest relevant ministry/sector. Other means of verification could be household surveys, for example, one taken at the

beginning of the 5 years of the DDF (baseline) and another taken during the implementation of the DDF and another taken at the end of the 5 years. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 21 Source: http://www.doksinet Session 1.4 Annual Work Plan and Budget monitoring •  Session Objectives: • • To understand what is required to conduct regular monitoring of the district’s Annual Work Plan and Budget and project implementation. To understand the progress reporting requirements as part of monitoring of the district’s Annual Work Plan. To become familiar with Tasks 5.3 and 54 in the DPPB Guidelines.  Duration: 1.5 hours  Methods: Brainstorming, Presentation, Group work  Preparation and materials required • Whiteboard/flip chart, markers (optional) *To start the session, briefly go through the session objectives, emphasising what participants should understand and be able to do by the end of the session.*

1.41 What is involved in monitoring the district’s annual work plan and budget? 1. Explain that in addition to monitoring of the district’s DDF, it will be important for districts to monitor the progress of their own Annual Work Plans and Budgets. 2. The purpose of such monitoring is to ensure that districts keep track of the progress of project implementation, as well as how much is being spent on each project’s implementation. 3. Note that districts will be expected to report monthly (summaries) and quarterly (progress reports on activities and finance). These will be submitted to MOI 4. Go through the information in Diagram 17, which outlines the kind of information districts need to provide for their monthly summaries, as well as some examples of documents that can provide the necessary information. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 22 Source: http://www.doksinet 1.42 What is involved in progress reports for the district’s

annual work plan and budget? 1. Explain that districts will also be expected to provide quarterly progress reports on their activities, in addition to their monthly summaries. 2. These will include both reports on activities (that is, what has taken place on the ground in relation to project implementation) and finance (that is, what funds have been spent in relation to project implementation). 3. Diagram 18 gives information on what documents can be referred to for developing these reports. 1.43 Who is responsible for AWPB monitoring and reporting and when does it happen? 1. Ask participants to look at Table 17, which outlines who is responsible for the different monitoring and reporting tasks and when these need to take place. 1.44 AWPB Monitoring and Reporting Plan  Activity 1.4: Project Implementation Plan See Participants Books about how we could develop an activity around implementation plans and quarterly progress reporting formats Suggested timing: Preparation: Time in

groups: Plenary feedback and discussion: Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 23 Source: http://www.doksinet Session 1.5 Joint and external monitoring and evaluation  Session • Objectives: • • To understand what is meant by ‘joint monitoring’ of the DDF and annual work plan. To become familiar with some mechanisms for external monitoring of a district’s activities. To become familiar with Tasks 5.5, 56 and 57 in the DPPB Guidelines.  Duration: 1 hour  Methods: Presentation, Discussion, Group Work  Preparation and materials required • Whiteboard/flip chart, markers (optional) *To start the session, briefly go through the session objectives, emphasising what participants should understand and be able to do by the end of the session.* 1.51 What is involved in joint monitoring for districts? 1. This session explains how monitoring of district activities needs to be seen as a joint process, in which the

community is involved through the VCs and Community Monitoring Groups. 2. The shaded box explains why joint monitoring is important and identifies the relevant tasks in the DPPB Guidelines. 1.52 What are the specific activities relevant to joint monitoring? 1. The shaded box identifies specific tasks related to joint monitoring These include sending information up to MOI and down to communities, as well as an annual consultative forum to share progress with the community. 1.53 Who is involved in joint monitoring activities and when does it happen? 1. Table 112 gives details on who is responsible for the different joint monitoring activities and when they should take place. It also describes the process and desired outcome of these activities. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 24 Source: http://www.doksinet 1.54 What is the consultative forum? 1. Refer participants to the shaded box, which gives information about the process and

desired outcome of the proposed annual consultative forum. 1.55 What is financial and administrative procedures monitoring? 1. Some brief information is provided about the need for districts to conduct financial and administrative procedures monitoring. 1.56 What is external monitoring and why do we need it? 1. The shaded box provides information on the need for external monitoring and gives examples of external monitoring activities. 1.57 What is external evaluation? 1. The shaded box provides some brief information about external evaluation and introduces the JPLG external evaluation that is taking place.  Activity 1.5: M&E Discussion Questions These questions are designed to help participants reflect on how their district might go about implementing some of the M&E requirements as outlined in the DPPB Guidelines, that they have been introduced to as part of this training. Suggested timing: Preparation: Time in groups: Plenary feedback and discussion: 5 mins 25 mins 15

mins 1. Ask participants to work in groups of 4 or 5 2. Ask them to think about the M&E requirements that they will be expected to fulfil, as outlined in Tasks 5.1-57 in the DPPB Guidelines 3. In particular, the main tasks of importance are Tasks 51 & 52 – DDF monitoring framework and data collection, as well as Tasks 5.3 – Monitoring AWPB and Task 5.4 – progress reporting 4. Given the above tasks, groups should discuss and try to answer the following questions. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 25 Source: http://www.doksinet • What do you think will be the biggest challenges to ensure effective monitoring and evaluation in your district? • What can we as District Councillors do to help overcome these challenges? • How can we ensure that communities participate in monitoring of projects and other district activities? 5. When groups have had the allocated time, come back to plenary and ask groups to share some of

their responses to the questions. In particular, focus on any concrete steps that groups have identified as ways to overcome the challenges that they may face. End of Monitoring and Evaluation Module • Acknowledge that this is the end of the Monitoring and Evaluation module and explain that there will be an evaluation of training session to follow. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 26 Source: http://www.doksinet Evaluation of training  Session • To reflect on the training just completed and offer feedback for improvement. Objectives:  Duration: 45 minutes  Methods: Various groups activities, discussion, written questionnaire  Preparation and materials required • • Whiteboard, markers Translated copies of the written questionnaire (1 per participant) if using this method.  Evaluation Activity As a trainer, you would know the importance of an evaluation at the end of training. However, you probably

also know that often by the end of a training, everyone has run out of time and energy to do an evaluation. • Below are a number of possible evaluation activities from which you can choose. The aim is that you can choose an evaluation activity to match the time available and energy levels of participants. • You will only have enough time for 1 of these activities. Each activity has a number of clocks  next to its name. The more clocks, the longer an activity is likely to take. • Most of these activities are designed as interactive and discussion based activities. However, if you prefer a more formal evaluation of the training, there is also a written questionnaire provided at the end of this Trainer Guide that you may wish to adapt. Activity 1: Questions in groups  • In groups, discuss the following: a) What did you find interesting in the training? Why? b) What did you find confusing? Why? How can we change it? c) Will you do anything differently when you go

back to your district? If so, what? Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 27 Source: http://www.doksinet • d) What would you like to see included or removed from this training for the next people who do the training? Each group can report back in plenary on what they have discussed. Activity 2: Evaluation Role Play  • • • • Ask participants to prepare a short role play that says something about what has been happening in the training. This can be something that they remember, something they enjoyed or didn’t enjoy, or even something funny that happened. Ask them to work in groups of 4 or 5 and give some time to prepare their plays. Present plays to the group. Activity 3: Forwards and Backwards  • • • • Ask all participants to stand in a line. Tell them that you are going to call out some of the different topics covered in the training. If participants feel positive about a session they should take a

step forward. If they feel negative about a session they should step backwards If they have no opinion they can stay where they are. There will need to be 2 trainers counting – one to count who steps forwards and one to count backwards for each topic. The main trainer can ask those who step backwards to say what they didn’t like about a particular session and what can be improved. Activity 4: Quiz competition  • • • • • • Divide participants into two groups, A and B Prepare some questions to ask about the topics covered in the training before the quiz begins. For example: ‘What does MIS stand for?’ The trainer asks a question to an individual in Group A. If the person answers correctly the group receives 2 marks. If they cannot answer, someone else from their group can try to answer. If that person answers correctly the group receives 1 mark. If they get it wrong they receive 0 marks and the question is sent to Group B to anyone who can answer. If Group

B is correct, they receive 1 mark. The trainer turns to Group B and follows the same procedure. To finish the quiz, each team is able to ask 2 questions to the other team. The team with the highest score wins. *You can choose to give a prize to the winning team if you want to give some extra incentive to the groups.* Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 28 Source: http://www.doksinet Activity 5: Written Questionnaire  • • • At the end of this Trainer Guide you will find a written questionnaire that you can adapt as needed and give to your participants to complete. This method is more formal than the others given above and the feedback is not usually shared among the participants themselves. In this way it is less interactive. On the positive side, it may allow participants to express themselves more freely. You will need to decide if this is an appropriate method for your group of participants. Note that if using this

method you will need to prepare and arrange for translation of the questionnaire before the training. In addition, you will also need to ensure that you have made enough copies for 1 per participant prior to the training. Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 29 Source: http://www.doksinet Trainer Resources Additional Activities Evaluation Questionnaire Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 30 Source: http://www.doksinet Additional Activities Some of the following activities have been adapted from: Chambers, R. (2002) Participatory Workshops: a sourcebook of 21 sets of ideas and activities. Earthscan, London Pretty, J. et al (1995) Participatory Learning and Action: A Facilitator’s Guide. IIED participatory methodology series, London Energisers  ‘Mirrors’: Get into pairs. One person is the actor, the other is the mirror The mirror does whatever the actor does, mirroring the

actions. Continue for a couple of minutes and then reverse roles. Demonstrate with another trainer or participant first to set an example.  ‘Family Members’: Prepare cards with ‘family’ names in group of 4 or 5, for example, Mother Farmer, Father Farmer, Sister Farmer, Brother Farmer etc. You can use jobs/birds/food etc as family names. Give each participant 1 card and ask everyone to walk around the room, exchanging names as they meet other people. When you call out ‘Family Reunion’, everyone should try to form a ‘family’ group as quick as possible. Everyone will start shouting their family names to find their other family members first. When groups are formed, ask participants to swap their names with someone from another family, and repeat the activity.  ‘Fruit Salad’: Decide on the number of groups that are needed, for example, 4. Set up a circle of chairs, one less than the number of participants in the activity. Ask participants to sit in their

chairs The trainer begins the game by standing in the middle. Let the participants name as many fruits as you need for the number of groups that you need. Ask 1 person to choose a fruit, then the person next to them to choose a fruit, then the person next to them. For example, if you need 4 groups, you may get something like this: Mango, Banana, Orange, Papaya. Give everyone a fruit name by going around the circle in order. The person without a chair has to stand in the middle and call out the name of a fruit. The people who are that fruit must change chairs The person in the middle will also try to get a seat! This means that one person is left in the middle. This person can call out the name of a fruit and try to get a seat while the people are changing chairs. If the person in the middle wants to, Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 31 Source: http://www.doksinet they can call out ‘fruit salad’. This means that everyone in the

class has to change chairs. You can also use the fruit groups to form activity groups  ‘A’s and B’s’: Clear the centre of the room or find an open space outside and invite everyone to stand there. Ask everyone to look at everyone else and to silently choose 1 person to be their ‘A’ person and 1 person to be their ‘B’ person. They can choose anyone they want, just do not tell anyone their choice. Once everyone has made their choices, tell them they have to get as close to their ‘A’ person as possible but at the same time get as far away from their ‘B’ person as possible. People can move quickly, but do not grab or hold anyone. The only rule in this game is ‘no physical violence!’ After a few minutes, ask students to stop and reverse the process. Now they have to chase their ‘B’ person and avoid their ‘A’ person. This game either results in clusters of people or in a long line of people. The only objective is to have an energising break! 

‘Gentle Rain’: This is a peaceful energiser which is good with a whole group. Ask everyone to follow you in tapping the palm of one hand with one finger of the other hand, then two fingers, then three, then four, then the whole hand, then back again – four fingers, three fingers, two fingers, one finger then quiet. People end up smiling Introduction Activities  ‘Pair Introductions’: Move into pairs and ask your partner to complete the following sentences: 1. My name is 2. My role in the District Council is 3. My district is a good place to live because 4. If I could change 1 thing about my district it would be Write down your partner’s answers to these questions on some paper. Then come into a circle, go around the group and ask people to introduce their partners to the rest of the participants.  ‘Naming yourself’: Ask participants to give themselves a new name for the day. Other participants have to call them by this name If they forget or use a wrong name,

they have to be ‘fined’, for example, dance, sing a song or tell a funny story to the group.  ‘Self-Portraits’: Give each participant pen and paper. Ask them to draw a self-portrait, or draw something that they think represents themselves. They can choose whatever style they like – artistic, cartoon, abstract. Ask Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 32 Source: http://www.doksinet them to write their names on the portrait. Collect the portraits and display them on boards or on the wall. Give participants the opportunity to view the portraits and for each owner to introduce themselves.  ‘Symbolic Introduction’: Ask participants to make groups of 3 and find an object, inside or outside, that they feel symbolises their country, region, community or organisation. Give participants 10 minutes to look for their group’s object. Examples of objects could include some rice, a handful of sand or a local plant. Ask each

group people to introduce themselves to the wider group and explain why they chose the object as their group’s symbol and what it means for them.  ‘The Seed Mixer’: You need 1 seed for each participant as there are people. If there are 20 participants, each person needs 20 seeds Give each person 1 seed for every person in the room. Ask them to place the seeds in one pocket and leave the other pocket empty (if they don’t have pockets, use plastic cups or containers). Give participants a set amount of time eg 15 minutes, to go around and introduce themselves to each of the other participants. During each introduction, they should give the other person a seed and accept a seed from them. They should put the other person’s seed in their empty pocket. At the end of the exercise, each person should ideally be left with one seed in their first pocket (representing themselves) and a second pocket filled with seed (representing all the people they have spoken to!). Module 6:

Monitoring and Evaluation Module, Training Materials – Trainer Guide 33 Source: http://www.doksinet Evaluation Questionnaire Name of Training Course: . Date: . Location: Name and position of participant (optional): . . Training Evaluation Form This questionnaire is to be completed by all participants following the Monitoring and Evaluation Module training course. To help determine the level of success achieved by this training program, we would appreciate your responses to the following questions. Your ideas and comments will be valuable in improving further training efforts. Thank you Please circle the number that best describes your opinion about each statement 1= strongly disagree; 2= disagree; 3= neither; 4= agree; 5= strongly agree ADMINISTRATIVE/LOGISTICS 1 2 3 4 5 1. The facilities and equipment were favorable for learning 2. The organisation of the training was sensitive to my needs and helpful for learning TRAINING PROGRAM CONTENT 3. The content of the training

was in line with my expectations 4. I clearly understood the objectives of the training 5. The training met all of its stated objectives TRAINING PROGRAM DESIGN AND TRAINING MATERIALS 6. The way this training was delivered was an effective way to learn this subject matter 7. Participant materials (handouts, training manuals, etc) were useful Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 34 av Source: http://www.doksinet 8. I had enough time to learn subject matter covered by the training 9. The training content was logically organised TRAINERS 10. Demonstrated a thorough knowledge and understanding of the topics 11. Stimulated thinking and discussions, giving opportunities for ideas/experience exchange 12. Were interested in helping participants 13. Overall, I was satisfied with the Trainers Please comment on the following questions. Please use the other side if you need more space. THE TRAINING PROGRAM 14. What are the strengths of this

training program? 15. What are the weaknesses of this training program? 16. What recommendations do you have to improve this training program? Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 35 Source: http://www.doksinet 17. Please describe 1 thing that you intend to do differently back in your district as a result of this training. THE TRAINING MATERIALS 18. What are the strengths of the training materials? 19. What are the weaknesses of the training materials? 20. What recommendations do you have to improve the training materials? THE TRAINERS 21. What are the strengths of the trainers? 22. What are the weaknesses of the trainers? Module 6: Monitoring and Evaluation Module, Training Materials – Trainer Guide 36 Source: http://www.doksinet 23. What recommendations do you have to improve the quality of the trainers work? OTHER COMMENTS: 24. Any other comments? Module 6: Monitoring and Evaluation Module, Training Materials –

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