The welcome letter and take notes from Director

Dear participants, it is my pleasure to welcome you to the Advanced Interactive Training in Planning, Management and Evaluation. We hope and expect that by offering this training we can assist you with improving your skills. If your skills improve, our education system will improve, and the children of Cambodia will benefit. We have tried

The principals of the monitoring and evaluation process

During this module learners enlarge their knowledge about the principals of the monitoring and evaluation process. The focus is on the preparation and the design. The chapter starts with defining several core elements of the planning, monitoring and evaluation process. After that the theory of change, indicators and evaluation criteria are addressed. Definitions This module

Fast track policy to improve Quality and Access to education

You are asked to evaluate the following policy. In the remote province of Takiri access and quality of education are very poor. A large number of children never goes to school. Only 40% of the children that enroll in class 1 make it to class 6. The number of schools is limited, and it is

Base-lines and collecting information

A base-line of the indicator is needed to indicate the change that occurred during and after the implementation. Ideally the base-line is the status of the indicator at the start of the policy, program or project. However, if that is not possible, the status of the indicator at an early stage is also acceptable. Sometimes

Main observations and Four scenario’s in Education

Introduction In this note projections for four scenarios are presented. These scenarios are a Universal Basic Education scenario, a 50% decrease in flow rates scenario, a Trend scenario, and a Status Quo scenario. The assumptions and targets for each scenario have been entered in the Cambodian Analysis and Projection model. Both assumpation and results are

Evaluation Criteria, Effectiveness, Efficiency and Impact

Evaluation Criteria During monitoring data about the indicators is collected. We measure actual accomplishment and compare them with the targets. During evaluation questions are asked that focus on why current conditions have developed and analyze their causes. Using the following five evaluation criteria assures covering all elements of a policy, program or project. Relevance. Examine

Indicators, baselines and targets

To measure and judge the progress and change that occurred during and after the policy, program or project, structured information over time about the objectives and the means used to reach these objectives is required. The question “Is the policy, program or project on track with the implementation and with reaching the results?” has to

Short-term and long-term outcomes to explain your reasoning

Sometimes it is a good idea to work with short-term and long-term outcomes to explain your reasoning. An awareness campaign on the importance of ECE focusing on parents typically has short-term and long-term outcomes. The short-term outcome wants to see a change in behavior of the parents. However, the long-term outcome wants to see a

Logic model: awareness workshops on ECE

When making a logic model the challenge is to make a convincing link between the services and products that are being produced and the behavioral change in the target group that is needed. Several different outputs might lead to the change. The logic model is required to justify why those activities implemented were chosen. When

Position of Monitoring and Evaluation in the planning cycle

Monitoring and evaluation are continuous activities during the life cycle of any program, policy or project. During each stage information on progress (monitoring) is needed. Evaluation helps managers gain better understanding of all aspects of their work – from design through implementation and on to completion and subsequent consequences. During each stage ‘judgment’ can benefit