Setting Up M&E and

Reporting System
 Monitoring - Evaluation
• Monitoring is the • Evaluation is the use of
routine process of data specific study designs and
collection and special studies to measure
measurement of the extent to which changes
in desired health outcomes
progress toward are attributable to a
program objectives. program’s interventions.
• Normally and internal • Answers the question, “what
process have we achieved and what
• Answers the question, impact have we made”
“what are we doing?”

Interventions
Outcome
 EFA Goal 1: Universal Coverage of Out-of-School Children,
Youths and Adults in the Provision of Basic Learning Needs
ALS Learners
379

249

100 174 166

75
121
106
50 72
33 43%
25
25
21% 31%
0
2009 2010 2011
Completers A & E Examinees A & E Test Passers % Passers over Examinees
Number of learners are in Thousands | Slide 3
EFA Goal 2: Universal school participation & elimination
of drop-outs and repetition in the first three grades
Net: Secondary and Elementary;
Gross: Kinder

SY 2010-11, Actual SY 2011-12, Actual SY 2013-14, Targets

| Slide 4
EFA Goal 3: Universal completion of full cycle of basic educ.
schooling with satisfactory achievement by all at every level

Cohort Survival
100
100 100
75
76 76
50 65 66 68
58
51
25 42

0
1975 - 2004 2001- 2010
Grade 1 Grade 4 Elem graduates HS entrants HS graduates

| Slide 5
EFA Goal 3: Universal completion of full cycle of basic educ.
schooling with satisfactory achievement by all at every level

National Achievement Test, Elementary 75

68 68 67
Target
66 MPS MPS MPS
65 MPS
MPS

60
MPS

SY 2006- SY 2007- SY 2008- SY 2009- SY 2010- SY 2011- SY 2016-

2007 2008 2009 2010 2011 2012 2017

| Slide 6
EFA Goal 3: Universal completion of full cycle of basic educ.
schooling with satisfactory achievement by all at every level

National Achievement Test, Secondary 75 MPS

PDP Target
49 49 (Y4)
MPS MPS
48
MPS
47 47 MPS
MPS
46
MPS

SY 2006- SY 2007- SY 2008- SY 2009- SY 2010- SY 2011- SY 2016-

2007 2008 2009 2010 2011 2012 2017

| Slide 7
 Magallanes CES Challenges on
Performance Indicators
• Attained EFA Goals by 2015
• Increased Participation Rate to 100%
• Intensify Balik – Eskwela Campaign
– Advocacy
– Campaign
– Family mapping
Basic Performance Indicators
Basic Performance SY 2010- SY 2011-2012 Level of
Indicators 2011 Accomplishmen
t
Participation Rate 90 94 +4

Completion Rate 98 100 +2

Retention Rate 89 93 +4

Graduation Rate 100 100

Drop-Out Rate 0 0

Achievement Rate 89 92 +3

Promotion Rate 87 89 +2
Improving the Reading Skills of Children
Performance Level Gains Remarks
Reading
Abilities 2010- 2011-
2011 2012 Data shows
that the
reading
Independent 17% 29% 12%
Level
abilities of
children
Instructional 41% 51% 10%
level improved in
Frustration
all levels
42% 20% 16%
Level
 Monitoring vs Evaluation
Monitoring Evaluation
Continuous: day-to-day Periodic: important
milestones
Documents progress In-depth analysis of
achievements
Focuses on inputs and Focuses on outcomes and
outputs impacts
Alerts managers to Provides managers with
problems strategy and policy options
Self-assessment External analysis
Why monitor activities?
 Tracks inputs and outputs and compares
them to plan
 Identifies and addresses problems
 Ensures effective use of resources
 Ensures quality and learning to improve
activities and services
 Strengthens accountability
 Program management tool
 Plan vs. Target
45.00%
41.29% Plan
40.00%
Actual
35.00%
Variance
30.00%
28.83%
25.00%

20.00%

15.00% 12.46%
10.00%

5.00%

0.00%

Plan Actual Variance

PRIME Overall Accomplishment

Why evaluate activities?
 Determines program effectiveness
 Shows impact
 Strengthens financial responses and
accountability
 Promotes a learning culture focused on
service improvement
 Promotes replication of successful
interventions
What monitoring and evaluation (M&E)
require?
• A plan with a monitoring and reporting
framework (the logframe)
• Baseline studies
• A monitoring system
• Annual reports
• An evaluation study and report
• A project completion report
 The Logical Framework Matrix
Objectively Mean of Important
Logical Framework Matrix Narrative
Verifiable
Summary Verification Assumption
Indicator

The logframe defines the Goal

objectives or desired results Higher level
objective
to be achieved by the
program/project. Also Purpose
provide the outputs the Immediate
objective
project will deliver.
A planning, monitoring and Outputs
Deliverables
evaluation tool.

Inputs
Resources
 Three Primary Uses of Evaluation Findings
• Rendering judgments
– Summative evaluations of program’s overall
effectiveness
e.g., audit, renewal, quality control,
accreditation

• Facilitating improvements
– Formative evaluation to improve program
e.g., program’s strengths/weaknesses, progress

• Generating knowledge
– Conceptual use of findings
e.g., generalization, theory building
Region IX
Actual
34%
Region IX Plan
72%

21%
Division of Zamboanga Del Sur Proponent Variance
56%

Region IX -38%
Division of -18%
24% Zamboanga Sibugay
Division Zamboanga Del Norte
35% Division Zamboanga -11%
Del Norte
Division of -35%
62% Zamboanga Del Sur
Division of Zamboanga Sibugay
80%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

% of
Proponent PRIME Grant Utilized Unutilized
Utilization
Region IX 2,011,230 22,518 1% 1,988,712
Zamboanga del Sur 3,550,000 94,941 3% 3,455,059
Zamboanga del 3,606,620 46,500 3,560,120
Norte 1%
Zamboanga Sibugay 22,518 - 0% 22,518
Region XII
Actual

10% Plan
Region XII

28%
Division of South Cotabato

Proponent Variance
Region XII 4%
34%
Division of Sultan Kudarat Division of -34%
45% Sarangani
Division of Sultan -11%
Kudarat
7% Division of South -25%
Division of Sarangani
Cotabato

0% 10% 20% 30% 40% 50% 60%

% of
Proponent PRIME Grant Utilized Unutilized
Utilization
Region XII 2,300,000 - 0% 2,300,000
Sarangani 2,627,500 93,482 4% 2,534,018
South - - 0% -
Cotabato
Sultan Kudarat - - 0% -
 Rationale for M&E
• M&E help to make informed decisions
regarding on-going programs
– They facilitate effective and efficient use of resources
– They determine whether a program is right on track and
where changes need to be considered

• M&E help stakeholders conclude whether

the program is a success
• M&E preserve institutional memory
 % Physical Accomplishment

0%
10%
20%
30%
40%
50%
60%
70%
80%
100%

90%
2011
12-Jan
12-Feb
12-Mar
12-Apr
12-May
12-Jun
12-Jul
12-Aug
12-Sep
12-Oct
12-Nov
12-Dec
13-Jan
13-Feb
13-Mar
13-Apr
13-May
13-Jun
13-Jul
13-Aug
13-Sep
13-Oct
13-Nov
Implementation Period (in months)
Indigenous Peoples’ Education

13-Dec
14-Jan
Plan

14-Feb
Actual

14-Mar
14-Apr
14-May
14-Jun
 % Physical Accomplishment

10%
20%
30%
40%
50%
60%
70%
80%
90%
100%

0%
2011
12-Jan
12-Feb
12-Mar
12-Apr
12-May
12-Jun
12-Jul
12-Aug
12-Sep
12-Oct
12-Nov
12-Dec
13-Jan
13-Feb
13-Mar
13-Apr
13-May
13-Jun
13-Jul
13-Aug
Muslim Education

13-Sep
13-Oct
13-Nov
Implementation Period (in months)

13-Dec
14-Jan
14-Feb
14-Mar
Plan

14-Apr
Actual

14-May
14-Jun
Types of Evaluation
Type Purpose
Formative Initial assessment of the target populations and
contextual environment. Determines concept
and design
Process Seeks to identify the extent to which planned
activities have been achieved and assesses the
quality of the activities/services
Outcome Examines specific program outcomes and
accomplishments. What changes were
observed, what does it mean, and if changes are
a result of the interventions?
Impact Gauges the program’s overall impact and
effectiveness. Aims to strengthen design and
replication of effective programs and strategies
 Evaluation areas
• Relevance
• Equity
• Efficiency
• Effectiveness
• Impact – contribution to poverty reduction,
empowerment and partnership
• Sustainability
• Replicability
• Lessons learned
• Information, Dissemination & Networking
Typical M&E Framework
Level Description Frequency
Inputs Resources that are put into the Continuous
project. Lead to the achievement of
the outputs
Outputs Activities or services that the project Quarterly
is providing. Outputs lead to
outcomes
Outcomes Changes in behaviors or skills as a 2-3 years
result of the implemented project. (short to
Outcomes are anticipated to lead to medium term)
impacts
Impacts Measurable changes in health status, 3-5 years
particularly reduced STI/HIV (long term)
transmission and reduced AIDS
impact. Impact results are effects of
the intervention
 Organizational Performance Indicator Framework

Societal Goal Inclusive Growth and Poverty Reduction

Equitable Access to Adequate Quality Societal Services

Sector Outcomes
and Assets
Sub-Sector Knowledge, skills, attitude and values of Filipinos to lead
Outcomes
productive lives enhanced
Organizational Outcomes

Improved Improved Filipino Artistic & Cultural

Access to Basic Quality of Basic Traditions Preserved &
Education Education Promoted

Major Final Output (MFOs)

1 2 3 4 5 6 7 8*
Public Public Alternative Basic Regulatory Govt. Informal
Education
Kindergarten Secondary Learning Education and Devt. Assist. to Services Book
& Elementary Education System Sector Services Students & -Cultural Outreach
Industry
Services (PHSA)
Education Services Services Managemen Teachers in -Children Devt.
Services t Services Private Television Devt.
Educ. Services Services
Services

* This is an MFO of the National Book Development Board (NBDB), an attached agency of the DepEd, and does not contribute directly to the attainment of DepEd’s
organizational outcomes. Initial recommendation is for the NBDB to be attached to the Department of Trade and Industry (DTI) since its mandate is to develop and
promote the local publishing industry 26
Intermediate Outcomes
Organizational Access to Basic Education
Outcomes Improved
Outcome
Indicators 1. 100% Participation Rate of age 5
in Kindergarten before 2016
2. 100% Net Intake Rate of Grade
1 by 2016
3. 100% Participation Rate of ages
6-11 in Elementary by 2016
4. 93% Participation Rate of ages
12-15 in Secondary by 2016
Quality of Basic Education
Improved
1. 100% Grade 1 Readiness Rate
before 2016
2. 83% Completion Rate in
Elementary by 2016
3. 76% Completion Rate in
Secondary by 2016
4. 100% Completion Rate in
Alternative Learning System
Program annually
5. 75 Mean Percentage Score in
National Achievement Test of
Grade 6 and Year II by 2016
27
Why M&E?
• M&E should be part of the design of a program
• Ensures systematic reporting
• Communicates results and accountability
• Measures efficiency and effectiveness
• Provides information for improved decision
making
• Ensures effective allocation of resources
• Promotes continuous learning and improvement
Designing of Start of End of Next Cycle
intervention Intervention Intervention

Baseline Quarterly Annual

situation Documentation
Project Design Most Significant
Results Changes (Initial
Framework Gains)
MEPA
Implementation
Plan Completion Report
Appraisal Report

Set Up M&E Start Up Mid-term End-of-Program

Mechanisms Review Review Review

Scope of M&E Progress M&E Benefit Monitoring Impact Evaluation

(% of accomplishment (application and utilization of (benefits to the

based on Plan, Time, outputs) organization)
Cost, Scope and
Quality)
 It’s not something new
 Intersection Point between planning, program
implementation and monitoring

Planning Implementation

M&E
 Complete
Pre-MEPA Staff Work

Reporting & Post- Actual Performance

Adjustment Review
of Strategies MEPA MEPA
 1. Pre-MEPA
 The Pre-MEPA activity is the most critical activity in
the MEPA technology.
 The quality of preparations, data and information
you will gather will dictate the quality of the MEPA
sessions and the quality of the status reports.

Completed Staff Work (CSW)

What preparations do we need?
What activities do we need to do?
What forms and reports do we need to accomplish?

Session 3 The MEPA Technology

 Actual MEPA

Agenda

(i) Managing Program Implementation

(ii) Status of Projects (Grants)
(iii) Other Matters

Session 3 The MEPA Technology

 2. Actual MEPA
Agenda 1. Managing Program Scope/Time
Implementation
Cost/Time

Objectives
1. Determine the efficiency RO/DO
implementation
2. Identify issues & difficulties that contributed
to delays in implementation
3. Agree on adjustment measures (input what
type of adjustments they need to make) that
will help implementation back on track.

Session 3 The MEPA Technology

80%

70%

60%

50%
Plan
40%
Actual
30%

20%

10%

0%
 2. Actual MEPA
Agenda 2. Status of Projects
Objectives
1. Determine the status of school/community
projects funded under PRIME including
updates on # of target beneficiaries - boys
and girls, ethnic group
2.Assess implementation and administrative
issues and difficulties encountered in project
implementation
3.Provide suggestions/recommendations that
will address issues & problems identified

Session 3 The MEPA Technology

 2. Actual MEPA
Agenda 2. Status of
Projects
Discussion
Points
1. Profile of school & community projects (SUMMARY)
• List of schools, project title, type of project
• Description of project/output, issues being addressed
• Target # beneficiaries (example PRIME - IP/Muslim
children), all or percentage (population)

FOR DOCUMENTATION NOT FOR PRESENTATION

2. Updates on school & community projects (SUMMARY)

• Status of projects
• Implementation issues and difficulties
HIGHLIGHT THE CAPABILITY ISSUES OF DIVISION

Session 3 The MEPA Technology

 2. Actual MEPA

Agenda 3. Other Matters

Other matters as per Region

agenda.
(Varies from region to region)

Session 3 The MEPA Technology

 3. Post MEPA

1. Status Report
2. Adjustment Plan / CATCH UP PLAN
(Technical Assistance)

Session 3 The MEPA Technology

 Osborne & Gaebler, 1992
 If you do not measure results, you can not
tell success from failure
 If you can not see success, you can not
reward it
 If you can not reward success, you are
probably rewarding failure
 If you can not see success, you can not learn
from it
 If you can not recognize failure, you can not
correct it
 If you can demonstrate results, you can win
public support