1

MEAL
Monitoring, Evaluation,
Accountability and
Learning throughout
the project and
program cycle
2

Monitoring, Evaluation, Accountability

and Learning throughout the project
and program cycle
untable Practice
Acco

MEAL
Concepts and
Considerations Assessment
and Project
Identification

Evaluation Project/
and Learning Program Design

Learning

Project/Program
Project/Program
Implementation
Planning (MEAL)
and Monitoring

A cc ou e
ntable Practic

MEAL Concepts and considerations

Monitoring, evaluation, accountability and learning (MEAL) play a critical role in enhancing the effectiveness of
HFHI’s development and humanitarian project/programs. MEAL is comprised of a combination of processes,
tools, templates, staff, equipment and activities used together to collect, manage, analyze, report, disseminate
and utilize data to make evidence-based decisions about current and future projects/programs.
 3

About this handbook

This handbook aims to provide a common reference for MEAL requirements throughout
the project/program cycle.

This handbook draws from and builds upon best practice and guidance used by Habitat
for Humanity International (HFHI) staff, peers, and donors as well as development and
humanitarian learning institutions.

This handbook seeks to be an approachable and easy to use reference for staff, providing
basic guidance on how to meet MEAL standards and expectations around HFHI project/
programs. Here you will find examples and tools which may be useful, but are not prescriptive,
for practitioners as well as links to references that provide further detail and examples.

It remains the responsibility of individual project/programs to develop or adapt a MEAL approach that meets
their needs and resources1.

We do not just collect data for reporting – we must have data to make day-to-day management decisions
about project implementation and inform current and future project/programs. We must have data to
support reflective practice, to learn actively.

This guide is an essential part of Habitat for Humanity’s efforts to support an organizational culture that
values the collection and use of programmatic data for decision-making and learning. In such a culture data is
important for us to continuously improve the quality of our programming. Programmatic data, including input
provided by communities, provide meaningful insight into reshaping projects, programs, or services offered
within communities.

This handbook aims to help the user:

• To acquire knowledge of the essential elements of the planning, monitoring and accountability processes
– developing a robust results framework for projects and programs, with clear indicators, baselines, and
targets; and setting up an effective MEAL approach.

• To learn the essential considerations for evaluation.

• To be able to apply monitoring, evaluation, learning, and accountability to improve development results.

• To enhance the results-based culture and improve the quality of MEAL in HFH organizations, programs
and projects.

1
ACF, 2016
4

List of acronyms
AAP Accountability to Affected Populations

AAR After action review

ACF Action Contre la Faim

CFM Complaints and feedback mechanism

CBFM Community-based feedback mechanism

DFID Department for International Development

DRRR Disaster Risk Reduction and Recovery

ECHO European Commission’s Humanitarian Aid and Civil Protection department

FGD Focus group discussion

HFH Habitat for Humanity

HFHI Habitat for Humanity International

HH Household

ICDR International Centre for Disaster Resilience

IFRC International Federation of the Red Cross and Red Crescent Societies

M&E Monitoring and evaluation

MEAL Monitoring, evaluation, accountability and learning

NO National office

OECD Organisation for Economic Co-operation and Development

PLA Participatory learning and action

PRA Participatory rural appraisal

RTE Real time evaluation

SOE Standards of Excellence

UNDP United nations development program

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MEAL Fundamentals
Monitoring
Is the systematic, periodic and continuous collection, analysis, and utilization
of information and data on project/program processes, outputs, and outcomes
throughout the project/program life cycle.
It builds upon solid problem analysis and the project/program results
framework.
It helps identify trends and patterns, adapt strategies and inform decisions
for project/program management2.

Three different types of monitoring are required to get as full a picture as possible about the changes that are
occurring due to the project/program, and the changes in the external context that may influence the changes
the project/program is able to bring about. These types of monitoring are:

Types of monitoring3

Process monitoring:
• It assesses if resources or inputs are being used at the planned rate or period, and
activities are happening in line with activity plans (addressing the correct needs of the right
people) to deliver outputs.
• Process and output indicators provide a simple and reliable means to measure achievement
or reflect changes connected to the stated project/program activities and outputs respectively.

Results monitoring:
• It focuses on the delivery of outcomes and impact. Monitoring of results assesses changes
(intended and unintended) brought about by the project/program at outcome and impact
level (i.e. results).
• Assessing progress against targets during implementation allows for necessary
adjustments to be made; it is also essential for providing information for project/program
evaluations.

Risk, assumption and context monitoring:

• Assumptions are conditions that need to be met for the successful achievement of objectives.
Risks pertain to situations where assumptions about the external operating environment
do not hold. Risks can also be internal. For example, a risk internal could be that housing repairs
will be of poor quality (that will affect the ability to achieve the project outcomes).
• Risk monitoring involves tracking the project/program related risks identified during the
design phase.
• Context monitoring tracks the setting in which a project/program operates, especially as it
affects identified risks and assumptions, but also any unexpected considerations that may arise.
• Risk, assumption and context monitoring are relevant for all stages of project/ program
implementation (activities, outputs, outcomes and impact). It is important to monitor if and
how factors both external and internal to the project/program are influencing the ability to
achieve the project/program's outputs, outcomes and objective. This includes
governmental policies and systems.

Source: IFRC, 2011; ACF, 2016

2
ACF, 2016
3
Informed by ACF, 2016; IFRC, 2011
6

How types of monitoring relate to project/program levels

How types of monitoring relate to project/program levels
PROJECT LEVEL TYPES OF MONITORING

Measuring changes at impact/ goal-level requires a longer time frame, and is therefore dealt with by
IMPACT/ GOAL evaluation and not monitoring.

RESULTS MONITORING
(using outcome and impact indicators)
Focuses on the delivery of outcomes
and impact. Monitoring of results
assesses changes (intended and
RESULTS/ OUTCOMES unintended) brought about by the
project, in terms of outputs and
outcomes
RISK MONITORING CONTEXT MONITORING PROJECT MANAGEMENT
Are outputs leading to achievement
of the outcomes?
The tracking and reporting Tracks the setting in which What is causing delays
How do beneficiaries feel about the
of project related risks and a project/program operates, or unexpected results?
project?
the efficacy of especially as it affects Is there anything
steps/procedures put in identified risks and happening that should
place to mitigate those assumptions, but also any lead management to
risks. Project related risks unexpected considerations modify the project
including protection risks that may arise. Required design or
PROCESS MONITORING require ongoing monitoring during all stages of project implementation plan?
OUTPUTS (using input, process and output throughout all stages of implementation (activities,
indicators) project implementation. outputs, outcomes and
Assesses if resources or inputs (e.g. impact).
funds, goods in kind, human resources)
are being used at the planned rate or
period, and activities are happening in
ACTIVITIES line with activity plans (addressing the
correct needs of the right people) to
deliver outputs.
Are activities leading to expected
outputs?
Are finance, personnel and
INPUTS materials available on time and in
the right quantities and quality?
 7

¿Qué incluye el monitoreo de uninproyecto?

What is involved project monitoring?

BASELINE

THE SITUATION AT THE START/ BEFORE PROJECT IMPLEMENTATION AGAINST

WHICH TO ASSESS CHANGES

The foundations of
monitoring – project
indicators
WHAT WE NEED TO KNOW

PROCESS RESULTS
What project/program SAMPLING MONITORING MONITORING SOURCES OF
monitoring needs to tell STRATEGY VERIFICATION
us about TYPES AND WHO AND
NUMBER OF WHERE TO
INDICATORS
i.e. what data is required SITES/PEOPLE COLLECT DATA
TO COLLECT FROM
DATA FROM

CONTEXT RISK
MONITORING MONITORING
How to ensure
representative, accurate
monitoring data can be
collected i.e. what we
need to do to collect the
DATA ANALYSIS METHODS DATA ANALYSIS METHODS
data AND TOOLS AND TOOLS

HOW TO COLLECT THE DATA HOW TO DETERMINE WHAT

THE DATA IS TELLING US

What we do with
monitoring data

DATA VERIFICATION AND CLOSING THE

FEEDBACK LOOP

ENSURES DATA QUALITY CONTROL AND

ACCOUNTABILITY

REPORTING AND USING MONITORING DATA

FOR PROJECT DECISION MAKING

ENSURES WE ARE DOING THE RIGHT THING IN THE

RIGHT WAY

Source: CaLP 2017

Evaluation
An evaluation is an assessment, as systematic and objective as possible,
of an on-going or completed project, programme or policy, its design,
implementation and results. The aim is to determine the relevance and
fulfilment of objectives, developmental efficiency, effectiveness, impact
and sustainability .

An evaluation should provide information that is credible and useful, enabling the incorporation of lessons
learned into the decision-making process of both HFHI and donors. There are multiple types of evaluation
and evaluation methodologies, the selection of which depends on the purpose of the evaluation, the scale and
length of the project and the context in which the project is being implemented. The section Evaluation and
Learning of this handbook discusses this in more detail.
8

Accountability is the means through which power is used responsibly.

It is a process of taking into account the views of, and being held
accountable by, different stakeholders, and primarily the people affected
by authority or power. Accountability is the obligation to demonstrate to
stakeholders including ourselves to what extent results have been
achieved according to established plans .

Accountability comprises:

• Monitoring and reporting.

HFHI must demonstrate
• Transparent information sharing.
accountable practices in each stage
• Meaningful beneficiary participation.
of the project/program life cycle.
• Effective and efficient use of resources.
• Systems for learning and responding to
concerns and complaints4.

PROJECT/PROGRAM STAKEHOLDERS:
Agencies, organizations, groups or individuals who have a direct or indirect interest
in the development intervention or its evaluation .

Stakeholders to whom HFH is accountable

Beneficiaries
and target
populations

Regulators Donors

Peer General
organisations Public

HFHI
Local and
national Partners
authorities

Staff and Habitat home

Volunteers owners

4
IFRC, 2011
 9
HFHI is accountable to multiple stakeholders, these will vary according to context, but each project/program
should consider how the needs of different stakeholders are balanced and considered in decision-making and
project implementation. This can be undertaken as part of the stakeholder analysis.

Men, women, boys and girls that the project/

A primary focus is
program aims to assist, are involved in
accountability to planning, implementing and judging how
beneficiaries. successful interventions are.

Active community participation is at the core of accountability to beneficiaries, and HFHI has a responsibility
to ensure community members and other project/program stakeholders can participate in decisions made
about their lives from project/program design, through implementation and monitoring to evaluation5.

In practice this means determining the following through participatory processes6:

1. The most appropriate ways for HFHI to share information with target communities about:

• who we are,

• what our project/programs are about,

• what beneficiaries are entitled to,

• how community members can engage in the project/program cycle (participate) and

• how they can access our feedback and complaints mechanisms.

2. The most appropriate ways beneficiaries can meaningfully participate in our project/programs.

3. The design of feedback and complaints mechanisms in place that are safe and accessible to all.

4. How HFHI can collect and analyze monitoring information with community members and use this
information to make changes to our project/programs jointly with beneficiaries.

5 in a market development processes, market research and client feedback provide HFH with this type of information.
See HFH’s market development MEAL guidance for more information
6 Adapted from the Good Enough Guide and IFRC, 2011
10

HFHI’s market support work requires HFHI to partner with/contract

financial service providers and other market actors. In this case,
accountability must consider HFH, the financial service provider, market
actors and project beneficiaries (who can be clients of the financial services).
It is important for HFH to:
Clarify the roles and responsibilities for financial service providers and
market vendors regarding monitoring and accountability.
Monitor the interaction between the target population (project
beneficiaries) and financial service providers and market vendors to
ensure they are not putting the target population at risk of harm.

Learning
Learning encompasses active and end-of-project learning:

Active learning involves ongoing reflection and responsiveness to project

activities throughout the project cycle. In other words, learning and adapting in
real-time as the project moves forward.

End-of-Project learning involves evaluating and making sense of what did and
did not work and the factors that influenced/contributed to the achievement of
the project/program objectives and goal.

Learning also involves sharing these findings with relevant stakeholders to

ensure people responsible for designing and implementing future
project/programs are better equipped to do so - they can use the learning to
replicate good practice and avoid practices that were ineffective.

It is essential that documented learning from previous projects/evaluations/peer organisations is used to

inform each stage of the project/program cycle, and that learning from current projects is also documented at
each stage of the project/program cycle.

The objective of project evaluations often includes documenting what did and did not work and the reasons
behind this. In situations where project evaluations are not undertaken, project teams can conduct more
informal learning events e.g. after-action reviews, to capture the most important learning points from the
project. This is discussed in the evaluation and learning section.
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Positive and negative learning points

It is common for organisations to document good or best practice Only by sharing both the
emerging from their projects. However, it is equally important for HFHI positive and negative
to learn from mistakes and project failures. Project teams should not shy
away from documenting and sharing learning about what did not work
learning points, can
and the reasons for this. HFHI become more
efficient at being able
It is also important for HFHI to participate in external learning events to minimise the risk of
e.g. workshops / conferences hosted by peer organisations, academic replicating practices
institutions and institutional donors. Such events allow HFHI not only to
share learning on particular topics but also to learn from the experiences
that are known not to
of others to ensure HFHI can remain at the forefront of policy and work and maximise
practice focused on its core developmental approaches. opportunities to
replicate good practice.
Click here to download the MEAL Concepts.
12

Why is MEAL important?

Without effective MEAL, projects/programs would lack evidence to determine whether they are making
progress in the right direction, and how future efforts might be improved. MEAL can help Habitat extract
relevant information from past and ongoing activities that can be used as the basis for programmatic fine-
tuning, reorientation and future design.

Effective MEAL should enable project/program teams to :

Quickly and easily identify what is and is not working in regard to project design and implementation
(active learning);
Collect, analyze, and use information in a systematic and timely way to inform current and future
project/program design and implementation;
Collect, analyze, and use information in a systematic and timely way to ensure staff, beneficiaries,
and donors have a continuously updated understanding of progress against objectives (effectiveness);
Make evidence-based decisions about changes that may be required to the project or MEAL approach
(adaptive management);
Ensure the efficacy of the project inputs (e.g., money, time, staff, volunteers, materials, equipment)
and activities in supporting the achievement of the planned outputs (efficiency)
and outcomes (effectiveness);
Capture, process, and communicate unintended or unexpected changes with the project/program
or its context, enabling project/programs to adjust implementation as needed;
Facilitate participation from all key stakeholders, including those the project/program seeks to benefit
as well as wider affected populations that do not directly benefit. Affected communities should actively
participate in defining a project/program’s objectives, measurements, and decisions. Similarly, they
should have ongoing access to the MEAL approach during implementation e.g. feedback mechanisms
and influence in the project decisions that have been made by HFH based on the information they
have provided;
Meet internal and external accountability (reporting) requirements, transparently sharing key
achievements and setbacks.

The project/program MEAL approach should7:

• Be a shared priority of all HFH staff, adequately supported and managed at all levels;
• Focus on specific audiences and users, honing in on only what is sufficient and necessary to avoid data
collection overload or the collection of unnecessary or unused data;
• Build on existing MEAL capacities and practices, expanding skills of key staff when needed;
• Facilitate lessons learned, drawing out information that can inform programming;
• Be appropriately resourced (e.g. budget, staff, training, time);
• Be realistic in consideration of various project/program constraints (e.g. operational context,
timeframe, budget, human resources);
• Incorporate new technologies when and where they add value and are feasible;
• Be clearly owned and understood by key stakeholders from the planning phase, building on the needs
assessment and project/program design.

7
ACF, 2016
 13

MEAL in the project/program life cycle

untable Practice
Acco

Assessment
and Project
Identification

Evaluation Project/
and Learning Program Design

Learning

Project/Program
Project/Program
Implementation
Planning (MEAL)
and Monitoring

A cc ou e
Adapted from UNDP, 2009; IFRC, 2011, ACF, 2016
ntable Practic

There is no one generic project/program cycle, as each stage of the project/program

ultimately varies according to the local context and need. This is especially true of
emergency operations for which project/program implementation may begin immediately,
even before or during the assessment and planning phases8.

9
IFRC, 2011
14
Assessment and Project/Program Identification:

Assessment Learning from previous projects and research and assessing and analysing the existing
and Project Design Planning
Identification situation, context and needs of the target population (considering their aspirations,
capabilities, opportunities, and challenges) to determine whether a project/program is
needed and to determine what the project/program focus and scope should be.

Project/program Design (including proposal development):

UsingPlanning
the results of the assessment stage and learning from the design of previous
Design
Implementation projects to develop project/program goals and the project/program results
Evaluation and
and Monitoring framework. The assessment and design process can be linear however in some
Learning
context assessments may need to be repeated during project implementation to
ensure the assessment data is accurate and relevant and that project design remains
appropriate.

Project/program Planning:
Evaluation and
Learning MEAL planning is undertaken based on the project/program results framework and
informed by the project/program’s detailed implementation plan . MEAL planning
includes developing:

• an M&E plan
• a sampling strategy
• opportunities and approaches for participatory monitoring
• baseline study plan
• plans to set up and implement accountability mechanisms
Assessment • methodologies to calculate total reach
Planning
and Project Design
Identification • planning for evaluation and learning
• identification of budgeting for MEAL resources (people, budget, time) required to
realize monitoring, evaluation, accountability and learning activities

Project/Program Implementation and Monitoring:

Implementation
At the start of implementation, a baseline survey should be conducted to establish
Evaluation and
and Monitoring the situation
Learningbefore project/program activities begin. Mechanisms to ensure
accountability to affected populations are set up, implemented and monitored to
ensure they are accessible and useful. Regular monitoring and reporting in line with
the M&E plan occurs and monitoring data is used to assess actual progress against
planned targets. Adaptive management uses monitoring data to make evidence-
based decisions about any changes that need to be made to the project and MEAL
approach to ensure the project remains relevant and appropriate.
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Evaluation and End-of-Project/Program Learning:

Evaluation and A project/program evaluation assesses the performance of the intervention and
Learning identifies lessons learned and good practices. Mid-term/real-time evaluations, or
more informal learning events including after action reviews, can be undertaken both
during and after project/program implementation to assess progress and make any
necessary changes in activities. Learning from evaluations/other learning events
must be used to improve the design of ongoing and future project/programs, through
the identification, documentation and dissemination of learning and good practices.

For HFH's Market Support work, project stages (and related MEAL system)
may need to be more flexible as such projects are less likely to reflect the
linearity of the traditional project cycle. For example:

• Project planning may need to be integrated within the implementation

phase, as HFH has more limited control of project design of market
systems interventions when we are working with lead firms.
• Careful consideration will need to be given to how to ensure
accountability between financial service providers. HFH and clients
accessing financial products (project beneficiaries).

KEY CONSIDERATIONS

• Each stage of the project/program should commence with planning how to undertake the
MEAL steps required for that particular stage, and end with a learning process/exercise e.g.
an after action review. This is important because the composition of project teams and associated
responsibilities will likely change throughout the project/program life cycle (see HFH Guidelines:
MEAL roles and responsibilities for more details). Undertaking a short learning process at the end of
each stage enables key learning to be captured and documented for continuous improvement and
so that all current and future project team members are aware of what happened, why, and
improvements proposed for the future.

• MEAL should be tailored and adjusted to the real-world context throughout the project/
program’s life cycle. Project and programs operate in a dynamic setting. Things change. Project and
MEAL approaches and activities therefore need to be flexible enough to adapt and change during
project implementation. Decision making about any changes to project and MEAL approaches
must be timely and based on good data. Like a project/program itself, the MEAL approach should be
monitored, periodically reviewed and improved upon9.

• HFHI’s Standards of Excellence (SOE) apply to every stage of the project/program life cycle. The
SOE include ‘essential foundations (required of all HFH programs) and outline industry norms
and transformational practice that should be incorporated in programs that have the capacity.
Accountable practices must be demonstrated at each project/program stage as must the
application of existing learning and generation of new learning.

9
IFRC, 2011
16

The difference between projects

and programs
The terms project and program are often used interchangeably. Indeed, we often use ‘program’ to refer to any
of our activities that interact with the lives of our intended beneficiaries and advance our mission. In this sense,
a development project constitutes program activity. We also use the terms more narrowly, where a project is
a set of coordinated activities undertaken to meet a specific goal and purpose in a set time period and budget,
and multiple projects managed as a group for their combined results form a program.

A program is a portfolio of related

Fianarantsoa Integrated
Urban Upgrading Program
projects, managed in a coordinated
way for the combined results of the
Project:
Advocacy
individual projects.
Programs
are vertical
to the
extent that Project:
they
WASH
integrate HFH Madagascar Traditional Affiliate Program
different
projects
serving the Project:
same group Financial
of Services
beneficiaries Project: Project: Project: Project: Project:
2014 Miarainarivo 2014 Antsirabe 2014 Mahajunga 2014 Ankazobe 2014 Toamasina
Housing Housing Housing Housing Housing
Project: HSS

Programs are horizontal to the extent that they integrate similar projects serving different groups of beneficiaries
(e.g., in different geographical areas)

The contents of this handbook are applicable to both projects and programs
depending on the context, project/program approach, and nature of the
project or program

For example, depending on the context:

• Individual projects that make up a program may have individual MEAL plans that capture detailed data
for local project management and aggregated data for broader program management, feeding into the
program’s overall MEAL plan;

• In a program with multiple projects in the same community, complaint and feedback mechanisms (CFM)
may be more efficiently and effectively implemented at the program level, rather than having multiple
individual project-level CFM.
 17

Mainstreaming gender and equity

HFHI’s SOE’s require that projects/programs be able to monitor how different groups of people are able to
access the project and the effect the project is having on different groups of people e.g. women, men, boys,
girls, the elderly, single headed households, people with disabilities, people living with HIV etc.

Gender equality is a basic right for all people, including girls and boys. Gender
equality refers to the absence of discrimination on the basis of sex. Gender
equality is when one sex is not routinely privileged or prioritized over the other.
For example: Higher illiteracy levels among women than men may mean that
traditionally women have been excluded from accessing microfinance. If HFHI
decides that women will be the primary recipients of housing microfinance for a
particular project, it also has the responsibility to assess the risks this may pose
to women to ensure these activities do not put them at risk of more harm e.g.
gender based violence within their household or community; and to ensure HFHI
can provide the correct level of support to ensure women can access the project
activities safely.

EQUALITY VS. EQUITY

10

Equity it’s not about everybody getting the same thing,

but rather about everybody getting what they need
in order to improve the quality of their situation.

10
Based on the image of Angus Maguire http://madewithangus.com/portfolio/
18
Equity means fairness, which is not necessarily the same thing as equality. It’s not about everybody getting the
same thing, but rather about everybody getting what they need in order to improve the quality of their situation
including11:

• Adequate housing;

• A viable livelihood and dignified work;

• Participate in the care of home and dependent family members;

• Take active part in public and political life;

• Learn and participate in relevant education; and

• Live a life free from violence.

An example of equity: People living with HIV, disabled people and the elderly may each have different support
requirements to enable them to access project activities and meaningfully participate in the project life cycle.
HFHI has a responsibility to find out what these support requirements are and to act on them to the
extent possible.

A focus on gender equality and equity promotes inclusion and Mainstreaming gender equality
enables us to address the unique needs of girls, boys, women, and and equity means addressing
men, and the social, cultural, and economic relationships that both
gender inequalities across
support and constrain them.
all HFH’s areas of work and
Mainstreaming gender and equity can include many different tools promoting gender equality and
and approaches, and ultimately enables us to ensure that we are equity to improve everyone’s
gender sensitive throughout the project/program cycle. Guidance,
tips and processes for mainstreaming gender and equity issues are lives at the individual, family, and
highlighted in each section of this handbook. community levels.

11
http://interactioninstitute.org/illustrating-equality-vs-equity/.