0

1
How To Use This Guide

This guidebook, which includes four key sections, is meant to serve as a helpful resource for
different types of innovators applying for Grand Challenges Canada (GCC) grants across various
stages of project negotiation and implementation.

The materials contained in this guide have been developed in collaboration with
implementation teams to build a useful, feasible, and effective monitoring, evaluation, and
learning process (aka “MEL”). The guide provides an overview of the integrated process and
system, incorporating both required and recommended stages and documents. It is meant to be
used as a workbook to help you build and strengthen these processes. Please use relevant
sections as you develop your implementation process system and strategy. You are encouraged
to work at your own pace and access certain parts depending on your needs and application
stage.

The guide can also be used to review what you may have already produced on your own and
aims to help build on your existing capacity beyond any particular grant cycle. For example, for
potential Seed innovators and TTS innovators, the guide may be helpful at the application stage
so that innovators have an opportunity to leverage the content within this guide as
recommendations or guidance while developing key sections of their funding application,
whereas for Round 2 Seed innovators, different sections may be helpful to review and
operationalize at different points (e.g., Section 1-3 during the negotiation of your award, and
section 4 during early stages of implementation).

We hope this guide will help innovators develop a systematic and consistent process and will be
useful for beginners and experienced implementation teams alike. Thus, even for those who are
already familiar with this material, we suggest that you review your existing MEL system and
processes and draw on the experience of others to strengthen your own processes. Ultimately,
the guide is meant to support you and augment your experience as you work through different
stages – please feel free to use it as it best suits your needs.

Acknowledgements

The content of this guide has developed over a long-term collaborative effort between the
Grand Challenges Canada, innovator teams and Penny Holding, from the Saving Brains Learning
Platform (hosted by TruePoint) and the Global Mental Health Learning Platform (hosted by
citiesRISE). This material has been developed to be open access and we hope this is of help to
all innovators.

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CONTENTS

Part 1: Overview of the Integrated Monitoring, Evaluation, and Learning 5

Process

Part 2: Theory of Change 13

Part 3: Results Based Management & Accountability Framework (RMAF) 25

Part 4: The MEL Plan 46

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4
Part 1: Overview of the Integrated Monitoring,
Evaluation, and Learning Process

Part 1: Overview of the Integrated Monitoring, Evaluation, and Learning Process 5

1.1 What is Monitoring, Evaluation, and Learning (MEL)? 6
1.2 Integrating MEL into the Implementation Cycle 6
1.3 Strengthening the MEL System - Measurement for Change 7
1.4 MEL Methods - the Underlying Assumptions 8
1.5 Theory of Change 9
1.6 Organizing the Underlying Structure and Level of Detail 10

5
1.1 What is Monitoring, Evaluation, and Learning (MEL)?

While MEL is an important part of the reporting process, it is much more than that. It is an
integral part of decision making around your implementation. Questions to consider include:

● What are you Monitoring?

● What Evaluation can be made?
● What Learning can be shared?

These questions should be answered in the context of the implementation program as a whole,
its stage of development, and current future goals and objectives. The purpose of this process,
and how to plan for it, is summarized in the following document.

1.2 Integrating MEL into the Implementation Cycle

To be useful for decision making, MEL needs to be integrated. The next figure illustrates the
cycle of implementation and the key targets of an integrated MEL process. The process from
Design to Evaluation corresponds to key documents that Grand Challenges Canada either
requires or recommends at the start of the funding cycle or during implementation. Utilizing
them facilitates the reporting process. The 4 documents are:
1. A Theory of Change model (Recommended)
2. Project Description and Key Objective (Required submission)

6
 3. A Monitoring and Evaluation Plan (Recommended for Proof of Concept projects,
required for some Transition to Scale projects)
4. Results based Monitoring and Accountability Framework - RMAF (Required submission)

1.3 Strengthening the MEL System - Measurement for Change

As you plan your integrated MEL process, a useful approach is Measurement for Change (M4C)1.
This is an approach to decision making that places collaborative and evidenced based decision
making at the heart of building effective and durable delivery.

1
The Aspirations of Measurement for Change. (2020) Krapels J, van der Haar L, Slemming W, de Laat J, Radner J, Sanou
AS, Holding P. Front Public Health. Nov 26;8:568677. doi: 10.3389/fpubh.2020.568677. PMID: 33330315; PMCID:
PMC7732529. https://www.frontiersin.org/articles/10.3389/fpubh.2020.568677/full

7
The graphic above summarizes reflection points through which to review the effectiveness of an
MEL process. The five shaded boxes represent aspirations for moving MEL beyond
measurement of change to a process of measurement that contributes to change
(measurement for change, or “M4C”). The objective is to strengthen the cycle of
implementation, by addressing impact, sustainability and feasibility in context.

These five aspirations for a MEL process focus on flexibility and innovation in identifying and
using information in decision making. The three key questions are:
● What information is required, at this time, and place?
● How can it be collected feasibly and accurately? And,
● How will it be shared and utilized?

1.4 MEL Methods - the Underlying Assumptions

M4C adheres to the same principles as any approach to MEL. Decisions should be based on
information that is collected in a systematic, careful, and consistent manner. The following
figure summarises factors that influence the potential value of information collected, relevant
to any methodological process.

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1.5 Theory of Change

Developing the MEL process begins with clarifying what change is anticipated (the objectives),
and what processes have the potential to create change. Start by visualising the key, active
ingredients of your program. Document how your program works, or will work, in a Theory of
Change Model, or flow diagram.

The figure below provides an example of key stages of the process, along with some examples
(in the grey boxes) of potential activities or targets of activities to include. Additional Resources
with further detail to guide the development and or review of a TOC model are contained in Part
2 below, which is dedicated to theories of change.

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1.6 Organising the Underlying Structure and Level of Detail

Another aspect to consider is the level of detail of the information you are collecting. Here we
outline these levels, from the broad detail of an overarching concept (lives improved) to very
fine, or granular detail of a specific indicator (e.g. access to psychological support). We cannot
measure overarching concepts directly. How we build up the level of detail from individual
indicators will influence the accuracy and generalisability of our conclusions on achievement of
our broader goals.

A MEL process and system uses a linked series of questions:

Step 1: What is the overall target of change (the concept)?
Step 2: How is that concept to be represented (the constructs)?
Step 3: How can we observe those constructs (the indicators)?
Step 4: What method or tool will help us capture the necessary data to quantify and qualify
those indicators, methods, or tools?

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Summary

1. The MEL process is an integral and integrated part of the implementation programme.
2. Documentation on monitoring and evaluation must be linked to documentation on
implementation, communication, and reporting.
3. Structure all these documents carefully to address four levels of detail. Be very clear to
separate out the different levels of detail, as illustrated in the figure above.

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12
Part 2: Theory of Change

Part 2: Theory of Change

2.1 Introduction 14
2.2 Component Guide: Developing a ToC Model 22

13
2.1 Introduction

Creating a Theory of Change model is recommended, but not required, for

Global Mental Health innovators.

A Theory of Change (ToC) model summarises in a diagram the complexity of a programme of

change. Drawing up a ToC model helps to describe the potential pathways of change, guiding
the decision making around both what is happening and why it is happening. ToC models
provide ‘a roadmap for change.’ As you review progress, achievements, and challenges, the
model should change to reflect what components will be retained. Activities and pathways may
be added or subtracted to the programme as their contribution towards achieving the
objectives are established.

Closely linked to a ToC model is a Logic Framework or Logic Model. Both include inputs &
outputs, resources, key activities, outcomes (short, medium, and long term) of your
programme. The Logic Model will take a more focused approach, on linear progression along a
specific pathway. It ignores the complexity of the connections across pathways, in favour of
outlining the detail of a specific area of implementation. A Logic Model can be drawn up for all
the pathways of a ToC.

Using A Theory of Change Approach to Guide the Development of an Evidence

Base
The purpose of the ToC model is to systematically think through the whole implementation
process, and to make a record that will guide regular review and reflection. A ToC model should
consider two key questions:
1. What do we want to see happen? (Outcome/Impact)
2. What needs to be done to make it happen? (Process)

The Link Between the ToC, MEL Plan, and the RMAF
Each component of the ToC should be linked to an indicator or indicators that help you clarify
their contribution. The RMAF (Results based Management and Accountability Framework)
provides a systematic way of recording these indicators and tracking progress towards your
goals.

How the tracking of indicators will occur, what data collection and analysis will be carried out,
and by whom, will be documented in a Monitoring, Evaluation, and Learning (MEL) Plan.

For the process to be useful and support learning, a ToC needs to be seen as a dynamic model,
not inflexible, but one that is used to reflect on outcomes and frame future directions.

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Making the ToC a Dynamic and Living Model

The following figure outlines the cycle of recommended activities making the ToC an integral
part of the decision making process.

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Examples of Theory of Change Models
There is no fixed way to organise a ToC model. The various models shared below illustrate
differing levels of detail, reflecting the capacity to manage increased complexity through the
addition of additional pathways and measures.

The first graphic below depicts a Logic Model framework, and focuses only on describing a
single pathway. The last graphic is a complex ToC that summarises learning across multiple
programmes. The ToC approach provides a broader picture, and guides reflection on contextual
influences, achievements, and challenges.

When you have had a look at these examples, use the ToC checklist at the end of this guide to
develop/review your own ToC.

In the next graphic you can see the overlap between a ToC and Logic Model. You can still think
in terms of key stages (labeled in the grey boxes). You will also want to identify the activities or
components that will take place (with examples of what to consider including listed in the blue
boxes). While a Logic Model is less complex, a ToC helps to describe the interconnection
between different parts of your programme.

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In a ToC you should also build in points of regular review, where progress and achievement is
shared, and interconnections explored. Decisions should then be made about consolidation,
change, or the additions of new components or activities to enhance the effectiveness of your
programme.

When you are building a strategy to develop a durable delivery model it is vital that you gain
insight into the interconnections between pathways. Simple sequential outlines of activities
have a limited capacity to guide you towards a transition to scale over time. The following
examples of ToC models come from a variety of programmes, showing how the interconnection
of pathways have been conceptualised.

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Example 1:

This model illustrates the evolution of a programme, linking it to time and place in its transition to scale. Here the
focus is on spreading the core idea (the 5 Pillar Approach) through partners and other agencies. The pathways are
identified to build the shared leadership model.

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Example 2:

This model illustrates the complexity of thinking that emerges as information on programme influences and
influencers is gathered. The overall strategy is to change the culture. The programme team has identified the
multiple, and interrelated, components and pathways that have been seen, and are expected to be seen, to
influence achievement of that overall goal. They have added to their model as the awareness and evidence of the
contributing factors has emerged.

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Example 3:
The next model also illustrates this same complexity, but using a more linear framework. Often, a concern of teams
is how to manage a complex programme.

Make sure your programme, and model, also reflects feasibility. It may be that several of the components you see in
the next model are relevant, but that you feel you cannot manage to address them all at the same time.

A ToC model therefore helps you think through that complexity; prioritise steps; focus on what is feasible,
manageable and affordable; prune back activities that fail to contribute to effective change; and add in activities
that strengthen the process.

From Collom JRD, Davidson J, Sweet D, et al Development of a peer-led, network mapping intervention to improve the health of individuals
with severe mental illnesses: protocol for a pilot study. BMJ Open 2019;9:e023768. doi: 10.1136/bmjopen-2018-023768

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Example 4:

This final model summarises the experience across multiple studies from the Grand Challenges Canada programme
in Early child Development - Saving Brains. Looking at the detail provides another approach for how to draw a ToC.
Of particular interest is to note that, even at the early stage of development, programmes considered the ultimate
goal (scaling of the idea).

At every stage, consideration was also given not only to outcomes, but also to the process of delivery, and to the
influence of context (time and place) on framing the pathways of change.

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2.2 Component Guide: Developing a ToC Model
Does your model and review process capture the following components?
The list is not exhaustive, but is designed to help you adapt the models displayed in the slides
for your purpose.

Discuss Notes

Defining What the ToC Model Should Contain

1. Key Outcomes that illustrate objectives

2. Actions/Activities required to achieve

objectives (Process)

3. Contextual influences and influencers

(mediators and moderators)

4. Points at which to stand back and evaluate

5. The integration of the methodology of

assessment within the process

Accounting For Key Components That Lead Towards Understanding Impact at Scale

1. Identification of key activities

2. Identification of key stages

3. Identification of key partners

4. Capturing data on training and service

quality

5. Measuring quality of impact as well as scale

and scope of reach

6. Identification of challenges, and processes

to address those challenges

Method of Review and Potential Re-design

Face to face discussions (with whom)

Online discussions (with whom)

Workshops

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Publications

Other comments to help guide the process from your experience

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Part 3: Results Based Management & Accountability
Framework (RMAF)

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Part 3: Results Based Management & Accountability Framework (RMAF) 25
3.1 Introduction to the RMAF 26
3.2 Building The RMAF 27
3.3 The RMAF: Good Practices 27
3.4 General Overview of the GCC RMAF 28
3.5 Case Study 35

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3.1 Introduction to the RMAF

Developing and submitting a spreadsheet based on GCC’s RMAF template is

required for all Global Mental Health innovators.

The Results Based Management & Accountability Framework (RMAF) is a multipurpose

instrument for tracking change towards impact. However, “impact” is dependent upon context
and the transformation of that context. The RMAF is therefore intended to capture that
transformation, and provide a structure for an evidence based, sustainable implementation
system.

Using the Results Based Management and Accountability Framework (RMAF) to

Guide Reporting and Decision-making

Using the RMAF, not just filling it in, provides a systematic structure to evaluate the practicalities
of where you plan to go, where you have reached, and where you can go next. The RMAF
provides a framework to review and reflect against clear objectives, benchmarks, and
expectations. When planning your RMAF the key questions are: what are
the objectives of the programme? And, what are the key concepts? The
details you use to fill in appropriate rows of the RMAF must relate to
these objectives.

In filling in and reviewing the RMAF, the combined knowledge of practical

situations will develop a deeper understanding of what is happening. Do
not give the role of completing and or updating the RMAF to one person;
shared reflection will be more effective. By considering each indicator,
and the activity or practice it relates to, the team can clarify what
happened, and how progress was connected to that observed in other
activities in your programme. Involve your team at three key time points:
planning, implementation, and review.

Some key questions to reflect on in the intermediate stages, while DOing,

implementing are:
● What actually happened on the ground?
● Which bits of that were planned?
● What did you come across, or came upon you, without design?
● How did your plan cope with that?
● What had to change?
● What did not change?
● How engaged are the participants in the process?
● What are the strengths of the programme that should be continued?

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 ● What are the weaknesses that should be ironed out?
● How sure are you that what happened in the end was as a consequence of what
came before, or are you missing some information?

In the final stage of a grant cycle the key questions are:

● Overall what did the programme achieve?
● What did individual components achieve?
● How did they achieve this?
● To what extent were the objectives satisfied?
● What associations between different outputs can be traced?

3.2 Building The RMAF

Making the connection between programme objectives and the requirements of the RMAF will
guide the personalisation of your RMAF structure, linking it to your learning needs.

A. The RMAF must first be put into context

● How would you introduce your programme to others?
● What does your ToC look like?
● Primarily focus on your programme objectives.
● Review the ways in which you expect change to occur, that is outlining the what and why
of your main activities which you have selected to achieve those objectives.

B. Link this outline to the learning/research you are focused on. Just to make it clear– express
your research or learning questions through writing down the main questions you are asking
yourselves.

C. Moving now into the RMAF itself, how are you able to link the GCC RMAF to your programme
objectives, the challenges you face, and ideas around how to overcome them?

D. Using the GCC RMAF

For an example of this exercise, please read the Green String Network Case Study included in this
booklet.

Look for those indicator rows in the GMH RMAF that link to your key questions.
● Which indicator row(s) map directly onto your research questions?
● Which indicator rows will need you to review your questions/processes to fit more
directly into the GCC reporting process (without losing a connection to your overall
objectives)?
● Are there indicator rows that you are really struggling with?

3.3 The RMAF: Good Practices

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Reflect upon your own experiences, and answer the following questions…

Current practice Suggested modifications

When will the RMAF be used

as part of your reporting
process?

Who should be involved in

completing the RMAF?

How does the RMAF link to

your plan for MEL?

What to avoid and what to

aim for?

3.4 General Overview of the GCC RMAF

The RMAF is a comprehensive spreadsheet in which you are required to capture, in the main,
quantitative data that tracks the progress and achievements of your program. This spread sheet
will be supplemented with the Progress Report, in which the link between both quantitative and
qualitative information will be described in more detail. The narrative in the Progress Report
should clearly reference the RMAF.

Each row in the RMAF reflects specific indicators of interest to GCC, on which you will be
required to report. Where an indicator does not appear to be relevant to your program this
needs to be explained, and the requirement may later be discussed with GCC. Please note that
the RMAF may not encompass a complete list of the indicators that your team may need to
track for your programme. If this is the case, you are encouraged to consider additional
indicators and track them for your own MEL purposes. However, you are only required to report
on the indicators in your RMAF to GCC.

There are two tabs in the spreadsheet: General info, where you can provide basic information
about the innovation and your team members. The second is the RMAF table tab. Here is a
guide to the layout:

● Indicator Description (Column E): Each row of the RMAF is dedicated to tracking
progress towards a specific indicator. In following the instructions and guiding notes
provided in Column C, you have the opportunity to define your indicators in Column E.

● Expected Results (Columns G-J): This section captures the overall targets that you will
work towards achieving throughout the entire funding period. GCC encourages

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 innovators to set targets that are realistic and achievable within the time limits of the
funding period. These targets should not be changed without prior approval from GCC.

● Achieved Results at 6, 12, 18, and 24 months (Columns L-AD): This section captures the
data that describes cumulative achievements at each reporting period. This means that
at 12 months you will be adding to the data reported at 6 months. Each reporting period
will therefore describe progress to date across the funding cycle.

● Data Source, Data Collection Methods, Team Members Responsible, Frequency, and
Additional Explanations (Columns AE-AJ): In this section the data capture and data
collection methods for each indicator should be described. It is important that you fill in
this section for each indicator. The Progress Report can be used to expand the
description of the methodology. Here are some things for you to consider when filling in
this section:
o Data Source: What data will you use to track your results, and where is this data
located? For example, hospital records, demographic health surveys, training
logs, project documents, etc.
o Data Collection Method: How will you gather your data? For example, through
pre/post-tests, surveys, or aggregating results from registers or logbooks.
o Frequency: How often will you gather your data? For example, monthly,
semiannually, annually?
o Responsibility: Which team member will be responsible for collecting the data?
For example, the program manager, field staff, or M&E officer.
o Any additional details: This section is very important for explaining any
additional items that GCC should know about your targets and methods. For
example:
▪ If you are using a sample, what is the sample size and sampling method?
▪ What information did you use to help inform your targets? For example,
demographic surveys, research publications, or monitoring and
evaluation data from previous programming.
▪ If you are using scoring tools such as WHO-5 or PHQ-9, what scores do
you think beneficiaries will report at baseline and endline?

It is strongly recommended that you use this section to think through and frame the research/
learning question that you will use data on the indicator to answer. For example, lives
improved indicators, your question will clarify your definition of lives improved, which in turn
will help understand the choice of measurement tool, time frame, etc.

● Age and Gender Disaggregation (Column F): Innovators are required to disaggregate all
results by gender and age group. This information is likely to be estimated using
population demographics when you are first establishing your targets, or may be
informed by prior experience. However, when you report actual results, you need to
track these categories with more precision.

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Key Sections of the RMAF

Section A: Mental Health Outcomes, Lives Saved (Rows 13-18)

● This section is meant to capture the number of lives saved as a direct result of your
innovation. Unless your program intends to collect data on this indicator for particular
reasons, global mental health innovators are not expected to report on this indicator.
This section can be completed as N/A (not applicable).

Section B: Mental Health Outcomes, Lives Improved (Rows 19 – 42)

● This section captures the number of lives improved as a result of your
intervention/project.
● The GMH program defines lives improved as the number of individuals who experience
meaningful improvements in one or more of the following outcomes as a result of
accessing/using your innovation:
o Well-being
o Functioning
o Resilience
o Symptom severity
● You are required to measure at least one or more of the mental health outcomes listed
above.
● Individuals included in this section should be direct beneficiaries of your
intervention/project.
● The number of lives improved should be equal to or a subset of the number of
individuals who access or use your innovation (Section D).
● At minimum, this data should be collected through a pre-post evaluation.

Section C: Innovator Defined Outcomes (Rows 43 – 63)

● This section is optional and intended to capture any outcomes (intermediate or final)
that are important to your Innovation’s theory of change.
● To stimulate – but in no way to bound or limit – your thinking, we suggest you consider
three dimensions that influence broad goals like resilience for young people: inner
dimensions (e.g., coping style, emotional regulation, agency, character strengths,
self-esteem); social dimensions (e.g., social connectedness, social support, social skills)
and environmental dimensions (e.g., school engagement, support groups, enabling
environment, better access to continuum of care, living in harmony with earth,
laws/policies in support of vulnerable sections of the population).
● The following are only sample recommendations and suggestions based on this
three-dimensional framework. These are not meant to be prescriptive. Furthermore,
while we separate the inner, social, and environment dimensions for ease of purpose in
this table, in reality, these dimensions are intersectional and work together to influence
change.

30
Dimension Description Example(s): Dimensional Example(s):
Components Measurement tools

Inner Connection with the inner, Character strength: Values In Action

deeper dimension is what Gratitude, Kindness and Character Strengths
sustains young people in Hope Youth Survey (VIA-
challenging times. This Youth)
dimension includes
emotional, non-affective Emotional regulation Emotion regulation
(e.g., questionnaire#
cognition) and spiritual
Mental health Mental Health
aspects. As such, it
knowledge Knowledge Schedule
includes young people’s
(MAKS)
inner strengths (e.g.,
gratitude, kindness, hope)
and adaptive capacities
(e.g., emotional
regulation) for navigating
life.

Social Relationships are key to Social connectedness Social

young people’s mental (alternatively known as Connectedness Scale
health and well-being. This social ties or social - Revised
dimension offers networks)
resource-based benefits,
social support, and other
psychological benefits.
Social resources
compensate for, shield the
negative effects of, or
provide information that
helps avoid stressful Social support The Social Support
situations. Questionnaire- Short
Form@

Environment Young people’s mental Access to care Process indicators (#

health and well-being is continuum (i.e, access to mental health
impacted by resources in promotion, prevention, promotion activities,
their environment to treatment, and # referrals to care
withstand and negotiate rehabilitation) continuum)
adversity. This dimension
includes the proximal
environments of family,
school or work; and at the

31
 more distal, community
and societal levels.

Access to support Process indicators (#

systems in the or type of system
environment available, # child
protection or
friendly spaces, #
eco-friendly spaces,
types of housing and
hygiene facilities,
access to livelihoods
support or economic
opportunities, etc)
and/or qualitative
data

Favorable policies or Process indicators,

policy infrastructure and status evaluation,
resources that can and/or qualitative
facilitate positive reform data
(e.g. for vulnerable
populations)

Section D: Use of Innovation (Rows 64 – 81)

● This section captures data on how many individuals will access/use your innovation.
● This section should only capture direct beneficiaries of your innovation.
● If you do not intend to screen and identify individuals with symptoms of a mental,
neurological, or substance use disorder, you can tag sub-section D.1 and D.2 as
Not-Applicable (NA).

Section E: Mental Health Education (Rows 82 – 93)

● This section captures data on individuals who receive and benefit from mental health
education. Note: Education about mental health refers to targeted, focused sessions that
fully engage individuals in raising their awareness and learning about mental health.
Workshops, classes, courses, and lectures are examples of education activities.
Education activities do not include social media views or “likes”, word of mouth
awareness-raising, stakeholder briefings, distributing printed communications or general
sensitization.
● The number of individuals who demonstrate knowledge improvement as a result of
mental health education should be a sub-set of the number of individuals who receive
mental health education.

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 ● Be very clear how you define ‘improvement”, so that this indicator can be measured
consistently throughout the program.
● For the purposes of the RMAF, GCC is particularly interested in applying standardized
approaches to measuring knowledge change. As such, the minimum requirement for
knowledge improvement is a pre-post knowledge assessment. You may choose to design
your own or use existing tools. While the RMAF indicator lends itself to a quantitative
measure such as pre/post-test, this can be further supplemented with
qualitative/observational data.

Section G: Youth Engagement (Rows 94 – 100)

● This is an optional indicator. If relevant, you may choose to explicitly track some specific
aspects of youth engagement – namely youth engagement in your communities or youth
involvement in the design, intervention development, implementation, analysis,
evaluation, and translation to action phases of your innovation.
● If these are important aspects of your work, we welcome you to fill out this row by
choosing an indicator you would use to track this kind of engagement – for example,
qualitative data, perhaps based on focus group discussions; quantitative or mixed
methods may also be used, at your discretion.
● A range of tools and resources that might be useful to your youth engagement
improvement and evaluation work is available upon request via the GMH Learning
Platform. An additional helpful resource around youth engagement can be found here.

Section H: Facilities/Sites (Row 101)

● This section captures the number of sites or facilities in which your innovation will be
implemented. Please provide as much granular detail as possible – for example, if your
innovation will be implemented in schools, please provide the number of schools (In
Column J) and their location (in Column E).
● If you have more than one type of site in which your innovation will be implemented,
please provide a breakdown by type and number in Column E.
○ E.g., 2 Schools in XYZ District, 4 Community Centers in XYZ District

Section I: Intermediary Measures (Rows 102 – 116)

● This section captures data related to intermediaries (i.e., individuals who will be trained
to deliver your innovation to improve the mental health of beneficiaries). This could
include facility or non-facility-based health workers, community health workers, family
members or caregivers, peers, etc. The interest is in understanding program quality and
fidelity and not just numbers involved.
● Please fill this section out if training intermediaries to deliver your innovation is a key
project activity. Otherwise, you can tag this section as Not-Applicable (NA).
● We encourage innovators to consider the possibility that not all intermediaries who are
trained to deliver the innovation will necessarily go on to understand the innovation, or
even implement the innovation. When completing this section, we suggest considering:

33
 ○ Will you be monitoring attrition rates?
○ Have you considered rates of drop-out? Further displacement which impedes
intermediaries from continuing in the program? Changing security conditions?
Loss of interest?
● Please note that the minimum requirements for measuring knowledge improvements in
intermediaries is a pre-post knowledge assessment. This can be supplemented with
qualitative/observational data.

Section J: Jobs (Rows 117 – 127)

● This section captures any new jobs (full-time, part-time, or stipend-based) that will be
created because of your innovation in a LMIC (Low- and Middle-Income Countries),
Canada or the UK.
● Please provide as much detail as you can including a breakdown of the type and number
of expected jobs in Column E.
● You can also include the number of additional sources of income created in a LMIC that
provide additional sources of income for individuals without creating new jobs.

Section K: Outreach Measures (Rows 218 – 145)

● This section captures the number and types of outreach and awareness activities you
will conduct to generate buy-in for your innovation within the communities in which you
plan to implement. Outreach and awareness activities conducted to recruit potential
beneficiaries as well as intermediaries can be captured in this section.
● Information in this section helps build a picture of ownership, and the path to scale of
your program.
● When including the number of outreach activities, please ensure that you only count the
number of unique activities – For example, if you create a social media campaign and
distribute it across different social media channels it would count as one unique
campaign. In the Progress Report you can expand on the detail of each unique
campaign.

Sections L-Q: Additional Measures (Rows 146 – 189)

● Section L, Engagement with stakeholders: This may be a critical part of your project
activities to ensure buy-in as well as generate potential interest in scaling up the project
if successful. Please use this section to capture the type of stakeholders and engagement
activities you plan to conduct throughout your project. This can include, for example,
consultation sessions with target communities, results dissemination activities with
relevant government stakeholders, etc.
● Section M, Policy Influence: This section can also be used to capture any potential
influence/contribution to changes in policy, regulation, or legislation you expect to
achieve through our project. Please note that plans to engage with decision-makers and
participate in policy forums, meetings, and dialogue are best reported in Section L. For
Section M, GCC is particularly interested in understanding tangible changes to policy that
have occured, such as written changes to legislation or guidelines, government
budgetary commitments to support innovations, etc.
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 ● Section N, Research Publications and Project Outputs: If you are planning to develop a
manuscript and/or publish, please set targets that are achievable within the funding
period. For example, you may commit to developing a manuscript, but may not
understandably be able to achieve publication by the end of the funding period. In such
cases, GCC understands that publication may not be a target that can be reflected in the
RMAF, and welcomes innovators to stay in touch and send along any publications that
become available post-funding.
● Section O, Patents: If you intend to patent your innovation by the end of the funding
period, you can indicate this here.
● Section P, Cost Efficiency: A key objective of your project may be to make a service or
product more cost-efficient for the end user. You can use this section to capture any
expected cost-efficiencies.
● Section Q, Public Availability of Data: Finally, GCC requires all funded projects to ensure
that data necessary to understand, assess, and replicate the funded innovation must be
made widely and rapidly available to the broader global health community through
ethical and efficient data access practices. Please review GCC’s Data Access Policy and
use this section of the RMAF to describe your plans to make project data publicly
available.

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3.5 Case Study

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Part 4: The MEL Plan

Part 4: The MEL Plan 46

4.1 Introduction to the Monitoring, Evaluation, and Learning (MEL) Plan 47
4.2 Executive Summary: Integrated MEL Plan 49

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4.1 Introduction to the Monitoring, Evaluation, and Learning (MEL) Plan

Developing an MEL plan is recommended, but in most cases not required, for
Global Mental Health innovators.

MEL Process & Documentation

The MEL plan records the what, who, when, how, and why of your monitoring, evaluation, and
learning process. You may construct it as part of an overall guide to
organizational/implementation practice, or as a separate, but connected, document. It builds
out the specifics on your activities around measurement and evaluation. It will go beyond the
requirements of a specific funder to describe the full spectrum of information that you need,
are able to collect, and will use, to support decision making, advocacy, and building partnerships
and networks for future programme delivery. While the MEL plan is not a required submission
for GCC, teams are recommended to think through and develop a MEL plan regardless for your
own processes.

Recommended Steps and Stages

1. Create an outline of the details used upon your ToC model
2. Complete the RMAF
3. Fill in the Executive Summary
4. Complete the Final Plan
5. Review the feasibility of your plan at regular intervals
6. Use the MEL plan, the RMAF and the ToC model to structure your reporting process.

Primary Programme Objectives & Main Activities

The plan will build around what the MEL is serving - linking the content to the ToC.

In your MEL plan outline, include:

• Your programme objectives; where you want to get to.
• Main activities, explaining the role each activity plays to achieving your programme
objectives.
• Refer briefly, and where appropriate, to what happened before this current programme
that lined you up to do this one, in this way.

Key Research Questions

Create an outline of what appears important to know in order to track, monitor, and evaluate
progress during your current funding cycle.

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Highlight what level of detail this information relates to (concept, construct, indicator):
• Who the primary audience is, and
• To what stage the information collected is addressed:
• Preparation/Design
• Implementation (Process)
• Implementation (Impact)
• Reflections for scaling beyond this funding cycle

Executive Summary
Completing this activity helps focus on the main aspects of an MEL plan. What aspects of the
MEL process have you thought about sufficiently and what needs more detail?

As you consider the questions below, we suggest sitting with each question to guide your
thinking and process, and then completing the Executive Summary (Section 4.2)

Step 1: Process of Data Collection

In your plan you can now build out, over time and experience, the detail of how you will
generate and use information.

Describe the MEL System…

• What tools & methods are you going to use?
• Who is to collect the data?
• Roles and Responsibilities; Who will contribute to and/or be responsible for…
• Design of MEL plan
• Managing the data collection process
• Collecting the data
• Ensuring data quality
• Analysis & Reporting
• How will the collection/cleaning/analysis/sharing process be monitored and reviewed?

Step 2: The GCC RMAF

In your MEL plan you need to link to the rows and indicators that will be reported on. This
linking process not only makes your plan easier to read and follow, it also helps ensure that you
are completing the processes required by GCC, as well as adhering to a systematic framework
that guides both data collection, and the reporting process.

For each row of the RMAF, talk through the required indicator…
• Purpose: How does it tie in with your programme objectives (which question does it
help answer)?
• Method: How was it defined?
• Management: How you will be collecting it, checking it, using it in decision making?
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Step 3: Filling in the MEL Plan
• Now fill in the details of the MEL using the application form and process as outlined by
GMH to potential grantees.

Step 4: Review the MEL Plan

• Your MEL plan must include a timeline of when data will be reviewed.
• It would also be helpful to consider and document the mitigating strategies that can be
applied should alterations or modifications be necessary.

4.2 Executive Summary: Integrated MEL Plan

The following should cover no more than 3 pages.

We would like to see how your Monitoring, Evaluation, and Learning process is integrated into
the organization and delivery of your implementation, and into your system of decision
making and reporting.

For Sections 1-3 listed below (impact evaluation, process evaluation, and programme
monitoring), please include the following information:

a) List the key questions that will be addressed through your MEL process.

b) Summarize the data collection methods/approaches that will be used and describe:
i. Those data sources that are part of the regular tracking and management that
also serve to track progress and achievement.
ii. If there are any new or innovative methods that you plan to use (for instance,
other ways to engage both participants and other stakeholders to collect data in
different ways, i.e. photography); how will you evaluate this methodology?
iii. How different sources of data will be integrated/interlinked/triangulated.

d) Summarize the data analysis methods to be applied (a full description to be included in

the complete M&E Plan that will be submitted as Section D).

e) List the RMAF row(s) that describe the relevant concepts, indicators, tools, data and
data collection you will use to address each question.

For Section 4, specify who (internally and externally) will be part of the MEL process. Describe
how they will be part of the information collection process, the analysis, and who will share in
the results- as well as how it is anticipated that they will use them.

You can use the empty boxes below as a space to enter your own thoughts and ideas as you
think through this process.

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Information to Build Next Steps

Section 1: What major questions about IMPACT/EFFECTIVENESS do you hope to answer

through the evaluation you will carry out?

What indicators will you use to answer your questions about impact?

How will this data be used (analyzed, disseminated, and applied in decision making)?

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Section 2: What major questions about PROCESS/DELIVERY do you hope to answer through the
evaluation you will carry out?

What indicators will you use to answer your questions about the process?

How will this data be used (analyzed, disseminated, and applied in decision making)?

Information to Guide and Maintain Quality

Section 3: What questions do you intend to address within the grant period through
MONITORING with a view to taking action or making changes during the course of your
programme to how the innovation is delivered or what is delivered?

What indicators will you use to monitor your programme in real time?

How will this data be used (analyzed, disseminated, and applied in decision making)?

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The Integrated MEL Process and Data Use in Decision Making

Section 4: Briefly outline the network or people involved in the MEL process, their roles,
responsibilities, and anticipated contributions. Please use a diagram or table if you wish.

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