MEAL Manual Approved

Ethiopian National
Association of the Blind
Monitoring, Evaluation, Accountability and

Learning (MEAL) Manual
Addis Ababa
2022
ENAB MEAL Mannual Page 1

Table of Contents
Acronym ..................................................................................................................................... 4
Acknowledgement ..................................................................................................................... 5
Glossary of terms and concepts ................................................................................................ 6
1. Introduction .................................................................................................................... 9
1.1. Background of the organization ........................................ Error! Bookmark not defined.
1.2. Purpose of the MERL Manual ......................................................................................... 10
1.3. Using the Manual ........................................................................................................... 11
2. ENAB’S MEAL Approach and Tools............................................................................... 13
2.1. Total Organization Approach (TOA) to MEAL................................................................. 13
2.2. Programme MEAL........................................................................................................... 13
Figure1: Results Chain: ENAB PWD Education and Project ................................................... 15
2.3. Organizational MEAL ...................................................................................................... 16
2.4. Financial MEAL ............................................................................................................... 16
2.5. Context or organizational environment Monitoring...................................................... 17
3. PROBLEM ANALYSIS ...................................................................................................... 19
3.1. Introduction.................................................................................................................... 19
3.2. Using Cause and Effect Logic in Project Design.............................................................. 19
3.3. Problem Analysis tool ..................................................................................................... 21
4. Program Design and Logical Frameworks .................................................................... 24
4.1. Introduction.................................................................................................................... 24
4.2. Establishing SMART Goals and Objectives ..................................................................... 24
4.3. Logical Frameworks ........................................................................................................ 25
4.4. How to check the M&E Elements in a Logical Framework............................................. 27
4.5. How to check the Design Logic in a Logical Framework ................................................ 27
4.6. Theory of Change (ToC).................................................................................................. 28
5. ESTABLISHING INDICATORS AND PERFORMANCE TARGETS....................................... 29
5.1. What are Indicators and Targets .................................................................................... 29
5.2. How to Develop Indicators ............................................................................................. 29
5.3. Types of indicators ......................................................................................................... 29
5.4. Indicator components .................................................................................................... 30
5.5. Characteristics of good indicators .................................................................................. 31
5.6. Challenges and considerations when selecting indicators............................................. 32
5.7. Approaches to establishing/setting targets ................................................................... 32
5.8. How to collect indicator values ...................................................................................... 32
6. GUIDING PRINCIPLES AND ELEMENTS OF MONITORING AND EVALUATION ............. 34
6.1. Introduction to MERL ..................................................................................................... 34
6.2. What is Monitoring and Evaluation?.............................................................................. 34
6.3. Evaluation versus Research ............................................................................................ 36
6.4. Why does ENAB need a MERL System? ......................................................................... 37
6.5. General Overview of Basic Elements of a MERL System................................................ 37
6.6. Evaluation Framework.................................................................................................... 38

6.7. Internal and External Evaluation .................................................................................... 39
6.8. Barriers to Evaluation ..................................................................................................... 39
6.9. The Evaluation Terms of Reference (TOR) ..................................................................... 40
6.10. Data quality assessment (DQA) .................................................................................. 40
6.11. Data Analysis............................................................................................................... 41
6.12. Decision Making and Feedback .................................................................................. 42
6.13. Data ethics .................................................................................................................. 42
6.14. Skills and Responsibilities of MERL unit/section/staff ............................................... 42
6.15. Technical Equipment .................................................................................................. 44
6.16. Key timeline for MERL activities ................................................................................. 44
7. LEARNING, REPORTING AND DOCUMENTATION ........................................................ 45
7.1. Learning .......................................................................................................................... 45
7.2. Developing a Learning Agenda ....................................................................................... 45
7.3. Ensuring Learning Processes are Participatory. ............................................................. 46
7.4. Most Significant Change (MSC) ...................................................................................... 47
7.5. Reporting ........................................................................................................................ 48
7.6. Learning .......................................................................................................................... 51
APPENDICES ............................................................................................................................. 52
Annex 1. MSC- Sample Story Collection Format ................................................................ 55
Annex 2. Consent Form ...................................................................................................... 57
Annex 3. Field Monitoring Check Lis .................................................................................. 59
Annex 4. Data Quality Assessment Template for Outcome Indicators .............................. 62
Annex 5. Project Performance Report Form ...................................................................... 65

ACRONYM
FGD Focus Group Discussion

IGA Income Generating Activities
LFA Logical Frame Work Approach
M&E Monitoring and Evaluation
MEAL Planning Monitoring and Evaluation
MoV Means of Verification
MSC Most Significant Change
PPM Project Planning Matrix
PWD Person with disabilities
SHG Self Help Group
SMART Specific, Measurable, Achievable, Relevant, and Time-bound

ACKNOWLEDGEMENT
The Consultant acknowledges the Board, management, staff and Members and the
Associations for their contribution for the develoment the strategic plan. In addition we
acknowledge key stakeholders who contribute for the MEAL mannual develoment . Finally
we would like to thank HI HELASIA project for techicnaial and financial support.

GLOSSARY OF TERMS AND CONCEPTS
Baseline: Baseline is a record of what exists in an area prior to an action. The baseline values establish
the starting point from which change can be measured.
Cause and Effect Analysis: is a technique that helps you identify all the likely causes of a problem. This
means that you can find and fix the main cause, first time around, without the problem running on and
on.
Data Analysis: Concise description of how performance data for individual indicators or groups of
related indicators will be calculated to determine progress on results. Data analysis techniques and
data presentation formats are identified.
Data Source: The source is the entity from which the data are obtained usually the organization that
conducts the data collection effort. Data sources may include branches, memners, CBOs , government
departments, international organizations, other donors etc.
Disaggregated: How data will be separated to improve the breadth of understating of results reported.
Typical ways to disaggregate data include geographic location and gender.
Evaluation: is a systematic and objective examination concerning the relevance, effectiveness,
efficiency and impact of activities in the light of specified objectives. The idea in evaluati ng projects is
to isolate errors in order to avoid repeating them and to underline and promote the successful
mechanisms for current and future projects.
Frequency of Data Collection: How often data is to be collected. The frequency of monitoring will
depend on the variables being investigated. Depending on the performance indicator, it may make
sense to collect data on a monthly, quarterly, bi-annual, annual, or less frequent basis. When planning
the frequency and scheduling of data collection, an important factor to consider is management's
needs for timely information for decision-making.
Impacts: Long-term results observed at the beneficiary and population level(improved food security,
increased resiliency to shocks, reduced labour migration, etc.)achieved due to better practices,
improved knowledge, changing attitudes,etc.
Indicator: An indicator means key actions, functions, elements, or objects which, by virtue of their
physical, biological, economic or organizational attributes, are so closely associ ated with the system in
which they are found as to be indicative of the state or trends (improvement or deterioration) of the
system.
Inputs: The range of resources (staff, financial resources, space, equiMEALnt, etc.) utilized to
accomplish the project’s objectives.
Logic model: is a graphic depiction (road map) that presents the shared relationships among the
resources, activities, outputs, outcomes, and impact for your program. It depicts the relationship
between your program’s activities and its intended effects.
Management information system (MIS): is a system which converts data from internal and external

sources into information and communicates that information, in an appropriate form, to managers at
all levels in all functions to enable them to take timely and effective decisions for planning, directing
and controlling activities for which they are responsible.
Monitoring: is a continuous assessment that aims at providing all stakeholders with early detailed
information on the progress or delay of the ongoing assessed activities. It is an oversight of the
activity's implementation stage. Its purpose is to determine if the outputs, deliveries and schedules
planned have been reached so that action can be taken to correct the deficiencies as quickly as
possible.
Outcomes: Identifiable beneficiary and population-level changes (improved health practices, increased
knowledge of nutrition) resulting from the intervention.
Outputs: Quantifiable products (number of trainees, immunized children, activities implemented) that
result from the combination of inputs and processes.
Performance Monitoring and Evaluation Plan (PMP): A comprehensive performance-monitoring plan
is designed to track program/project progress and impacts in all the program/project phases . The
variables to be tracked are carefully selected and they must be good measures of the anticipated
changes. The monitoring plan describes all the indicators to be monitored, the units of measurement,
data sources, methodology of data collection, monitoring frequency, responsibility, baseline values and
targets set within the planning horizon.
Performance: General indication of project productivity in relation to its stated objectives.
Performance monitoring differs from impact evaluation in that it focuses on the degree to which
activities are implemented efficiently rather than the extent to which they have led to expected
change.
Planning: it is an analytical and a social process to systematically solve a certain problem by ensuring a
good balance between detailed analysis and wider involvement. It encompasses the objectives to be
achieved, a specification of the activities, and an estimate of the resources and a schedule.
Presentation of Data: Concise description of how data results will be displayed such as the use of
tables or maps.
Processes: The specific activities (training, program design, planning, etc.) to which resources are
allocated in pursuit for project objectives.
Program participants/beneficiaries: The portion of the population within the target area that receive
direct benefits from the population.
Programme: it is an organized set of activities, projects, processes, or services that is oriented towards
the attainment of specific objectives
Project: it has a specific objectives, outputs and activities; an estimated start and a finish date; a
specific geographic location (or area of coverage) and targeted beneficiaries; and clearly specified
inputs and costs.
Reporting of Data: Concise description of how data results will be chronicled and whether results are
appropriate

Responsible Organization / Individuals; Responsibility is used here to refer to the institutions or
organizations collecting the monitoring data. For each performance indicator, the responsibility the
operating unit for the timely acquisition of data from their source should be clearly assigned to a
particular office, team, or individual.
Result Based Management:: is defined as orienting all action and use of resources towards achieving
clearly defined and demonstrable results. It focuses on performance and the achievement of results
(outputs, outcomes and impacts). RBM increases transparency and accountability, allowing
interventions to complement each other and avoid overlap and waste.
Review: the main purpose of reviews is to share information and perspectives on project progress,
identify management action that may be required to keep the project on track or to overcome
constraints, and to agree on who should take the required action, when and how.
Stakeholders: The local groups of communities institutions, organizations and individuals who have a
vested interest in improving the management of programs or related activities in the target areas
(stakeholders may include local government institutions, commercial enterprises, private, community
based organizations and non-governmental organizations).
Target Group: The direct beneficiaries the program/project aims to reach.
Target: Magnitude or level of outputs expected to be achieved. Targets are values against which the
actual program/project achievements are measured. They should be realistic and quantitative
statements of expected outcomes. If the targets are qualitative, there is need for a detailed statement
of expected state of affairs at the end of a planning period.
Unit of Measurement: The unit of measurement is the precise parameter used to describe the
magnitude or size of the indicator.

1. INTRODUCTION
1. INTRODUCTION
1.1 About the Ethiopian National Association of the Blind (ENAB)
The Ethiopian National Association of the Blind (ENAB) is a non-governmental and non-profit
making mass based organization that was founded sixty years ago, in January 1, 1960. ENAB is
the first organization of persons with disabilities (OPDs) founded in the history of Ethiopia,
aiming at ensuring the respect for the universal rights of blind persons in Ethiopia. During the
repressive charity and societies proclamation No. 621/2009, which lasted up to 2019, ENAB
opted and remained to be Ethiopian association to engage in the promotion and advocate for
rights of the blind and the visually impaired.
At present, ENAB has 31 Branches that are found in different regions and localities throughout
the country with a total of more than 17,000 active members. The Association’s overall objective
is to see that the rights of all blind persons are respected and they enjoy equal opportunity and
full participation in the development of the country. Thus, the Association strives for becoming
a strong voice of the blind in the planning and implementation of all measures that affect their
civil, social, economic and cultural rights.
ENAB promotes and works for educational access for blind persons; raising awareness of the
society and the blind themselves about blind people’s right, special needs and problems, their
potential, and contributions; ensuring blind people’s right to get information in accessible
formats; promoting the formation and organization of Branches and other interest groups to
meet common objectives that contributes to improve the quality of life for the blind; developing
member’s capacity to reach and sustain their optimum level of independence and continue their
lives with strong sense of self-reliance; bringing gender development in all organizational life;
and mitigating health problems that result in blindness.
Currently, ENAB is reregistered by the new civil societies organizations proclamation No.
1113/2019.

1.2 Vision
ENAB envisions to see a society in which the equal opportunity and full participation and rights
of blind persons is fully realized”
1.3 Mission
“Strive to become strong advocate, best promoter, pioneer coach, and key partner for the respect
of the universal human rights of blind people and in inclusive development.”
1.4 Core Values

ENAB activities are guided by the following core values:
❖ Transparency,
❖ Participation,
❖ Tolerance,
❖ Accountability,
❖ Impartiality,
❖ Integrity,
❖ Sensitivity to gender equality, nondiscrimination and self-decision making,
❖ Sensitivity to disability and development related issues and,
❖ Sense of belongingness.
1.5 Purpose of the MERL Manual

This manual introduces fundamental concepts and components of M&E. It then presents
definitions of the basic components of an effective M&E system and offers guidance for
adapting each component to local programming contexts. It also provides key considerations for
the develoment of appropriate M&E tools within the primary sectors in which ENAB works.
Perhaps most importantly, the manual is intended to contribute to the learning environment
within ENAB by describing the ways in which a comprehensive MERL system can be
consistently used to inform problem analysis, program design, implementation, monitoring and
reporting of evaluation findings.

The MERL Manual is intended to strengthen the following principal competencies:
Understanding conceptual frameworks for program design and planning upon which monitoring
and evaluation systems will be based;
Identifying and distinguishing between the key components of monitoring and evaluation
systems;
Understanding the synergistic relationships between program design and management, and
M&E systems in order to determine the expected impact and objectives and how they will be
achieved;
Knowledge of the various tools and frameworks for M&E design planning and management
Determining appropriate indicators and targets for both implementation processes as well as
project outcomes and impact;
Identifying potential sources and tools for collecting and analysing information, and tracking
progress and impact.
Developing effective, flexible and responsive M&E Plans; and
Recording and sharing information on best practices and lessons learned in M&E throughout
the organization.
The general Objectives of the MERL manual at ENAB include but not limited to
To determine the extent to which program activities are contributing to the improvement in
quality of life of program participants and creating resilient families or communities
To determine the extent to which program activities are resulting in the improvement of systems
and capacities of local actors and government.
To provide accurate real time data to facilitate timely informed management decisions about
project programming and assess progress towards project and program goals.
To maximize shared learning and knowledge generation about the status of the projects to
support relevant guidance and policy.
1.6 Using the Manual
This manual is not intended to serve as a mandatory, “one size fits all” instruction booklet for MERL
system at ENAB. Rather, it offers a set of concepts and tools that will assist individual ENAB program
staff to improve current approaches to MERL, thereby facilitating more consistent achievement o
fprogram objectives. The concepts and tools within this manual have been thoroughly tested and have
been recognized as M&E “better practices” by DPOs and leading develoment agencies.

2. ENAB MEAL APPROACH AND TOOLS
2.1. Total Organization Approach (TOA) to MEAL
The TOA takes into account four key dimensions of change that are determinant to goal attainment in
most development organizations. These dimensions are:-
Program Performance
Organizational capacity
Finances and;
External environment.
Hence information about changes and progress in all four dimensions will have to be made available in
all ENAB programs to get a broader picture of progress in the Association and make the required
project/programme decisions.
2.2. Participatory monitoring & evaluation (PM&E)
Participatory monitoring & evaluation (PM&E) is a process through which stakeholders at various
levels engage in monitoring or evaluating a particular project, program or policy, share control over the
content, the process and the results of the monitoring and evaluation (M&E) activity and engag e in
taking or identifying corrective actions. PM&E focuses on the active engagement of primary
stakeholders
2.3. Results-Based M&E (RBM&E)
Results-Based M&E (RBM&E) enables to focus its efforts on monitoring performance rather than just
spending, and on evaluating long term results rather than short term outputs. Results-based M&E
systems can help to produce major changes in the way governments and organisations operate, leading
to improved performance, accountability, transparency, learning, and knowledge. Results-based M&E
systems should be considered a work in progress. Continuous attention, resources, and commitment are
needed to ensure their viability and sustainability.
2.4. Programme MEAL
Our aim here is to establish the changes or development results ENAB’s programmes /projects seek to
achieve. These changes shall in turn be informed by, and get their orientation from, ENAB’s mission
and strategic goals as well as the interests and needs of our core clients i.e. persons with visual
impairments, women, girls and children in particular.
On the basis of defined goals, results and activities specified in the project log frame (planning), this
step will require us defining and agreeing on a set of indicators and tracking of changes at different
levels. Having the ‘final result’ in mind is important while tracking change at any level in the result

chain, i.e., Input, Activity-Output-Effect-Impact.
Key MEAL questions that need to be answered here ;

Who are to be served by ENAB? (core clients, stakeholders, partners)
What are the results/changes expected from the program/project? I.e., for each level on
the results hierarchy?
What are the core services/programs to be delivered?
What is the scale of intervention and where are the locations to be?
How are these changes to be brought about? (implementation modalities /delivery
strategy)
Are ENAB’s programs sustainable and relevant (to whom?)
Who is responsible/participates/ where? (On the results Chain, see figure 1 bellow) i.e.,
Activity -Output-Outcome-Impact.) How? (roles and responsibilities)
Are we getting results worth our investment? (Process and task results)

Figure1: Results Chain: ENAB PWD Education and Project
Impacts
To contribute towards the
Empowerment of PWDs the
Narrowing of disparity in the
Education Sector
Atribution Gap
To improve PWDs enrolment, and retention in primary

schools
Outcome
Output (1) Trained teachers on inclusive education
Outputs
For Output 1
1.1Organizing core facilitation teams from Parent, Student and Teacher
1.2 Conducting training on inclsuive education methdology
Activities
Staff, Financial resources, tools

Inputs

2.5. Organizational MEAL
This is all about the effectiveness of ENAB as a sustainable develoment CSO and how it can
make a difference in its core area of business. The issue here is the value ENAB’s programs
and projects add to society at large, and their specific core client groups in particular. It relates
strongly as well with the change vision and espoused values of ENAB and the extent to which
the organization can indeed ‘walk’ its own ‘talk’.
Key questions to be addressed on this level of MEAL include the following.

What are the competencies ENAB has already achieved and needs to achieve within
its staff, management and its operating system, so that it delivers effectively and
efficiently?
Is ENAB a sustainable organization itself? Which areas need strengthening to
meet program/project objectives? (Structure, Strategy, staff, operating system,
management/leadership, teamwork, inputs, outputs, rewards & sanctions?)
What is the role of the organization Vs that of the community and Government in
bringing about the intended changes? Is the strategy of work ‘doing it for the
women and girls groups, or working with them as partners? And what is happening
in reality? How far is ENAB from reaching there? What does it need to do to reach
there?...
How does the organization benefit from MEAL information? How is M&E data
used within the organization? How does it serve as an input for operational and
strategic management decision making? Who exactly is using the data? For which
purpose and to whose benefit?
Does MEAL contribute to organizational learning? Does ENAB’s system allow
learning by doing? What are the instruments in place for this purpose? (reporting,
sharing and reflection processes, communication procedures and behaviour,(formal
& informal, verbal & written etc)
2.6. Financial MEAL
Financial monitoring helps to establish accountability and transparency in financial resource

utilization while implementing a project/program. It means that major stakeholders; core clients,
donors, project staff and concerned government offices are aware of the program’s budget,
follow up how it is disbursed and utilized, and take measures as appropriate.
Financial MEAL is one step further than accounting and budget control which deals primarily
verifying whether all financial transactions taking place in ENAB are as per its financial and
accounting policies and procedures. This is a necessary condition but not a sufficient one for an
effective MEAL system. An effective MEAL system rather includes (in a financial context),
performance-based budgeting and expenditure management. This would mean that, in addition to
following up variations between planned and actual costs, ENAB finance staff will monitor
whether these variations are reflective of the actual situation on the ground, i.e. practical needs
and demands of the work. The availability of an earmarked budget may hence not be enough to
justify costs while needs on the ground were different. Similarly a rush to fully spend the budget
in the face of changing needs and priorities would not be justifiable (like the July 7 rush in the
public sector). A more flexible and proactive financial monitoring approach is required.
Key issues to consider here include; Financial efficiency, effectiveness and accountability for
results. ENAB’s accounts section should hence serve as a financial monitoring unit and should
not stay confined to their traditional role of receiving reports and desk top data aggregation for
planning and control. Their active involvement in MEAL should add quality to the programming
work and make financial projections more realistic and context sensitive.
Questions at this level of MEAL work include;

How do we track performance to ensure that results have been delivered efficiently
and cost effectively? i.e., Is the project as a whole on schedule, ahead of schedule, or
behind schedule?
What is the trend of performance? What would be the likely final cost and completion
date for the project? Is there a variation? Where and why did it occur?, who is
responsible for it? and what are its financial implications?
Are ENAB projects cost-efficient and cost-effective? (e.g. do we know per unit costs
for supporting women’s and girls’ groups for different localities?) What explains the
differences? Justifiably?
Is there a proper alignment and reading between programme and accounting systems
(e.g. Is SHG fund management coherent with our programme objectives of building
sustainable local community organizations?)
Is there a transparent cost allocation system and participatory result-oriented
budgeting involving all staff in the organization?
Is finance part of ENAB’s strategic management system? Or the finance staff join
programming work once the objectives and indicators are set?
How can we introduce cost recovery in our programmes to sustain our efforts?
2.7. Context or organizational environment Monitoring
This is all about having a closer look at external factors (local, national and international) that
influence the progress of the programme/project. It covers a very important aspect of ENAB’s
work as a civil society organization, i.e. – building a sound relationship with its external policy
and operational environment including influencing and learning from others. It is also about
looking for sustainable systems and structures in its environment to align and partner with. Last
but not list, it is about risk management be it from partners to whom ENAB should be held to
account and/or compete with.
Some of the Key MEAL questions to be answered at this level include:
Is ENAB responding effectively to changes in its operational environment?
(Technology, policy, role and power changes shifts within the external actors)
Do the assumptions and risks outlined in the Program/Project document reflect the
reality on the ground?
How could the observable changes on the ground feed ENAB’s developmental role?
At which level is the context to be assessed? Are local communities involved in
providing data for context monitoring on the ground?
What are the formal and informal structure at work in the external environment,
potential allies for ENAB’s area of work, what do we need to do to develop and build
alliances including optimizing on core competencies of others
What does the networking and partnership environment look like? How can ENAB
become a more visible and well connected CSO in the country?

3. PROBLEM ANALYSIS
3.1. Introduction
The Problem Analysis stage of project design is used for ordering information collected during
the holistic diagnostic assessment stage and extracting meaning from this information. It is often
the case that we have more information than we can reasonably assimilate using s ummary
techniques. Therefore, we need tools that we can apply to organize information. The assessment
typically identifies a set of needs of varying complexity and importance relative to a defined
geographical area and population. Developing a strategy to eliminate needs of realized
possibilities requires an in-depth knowledge about the underlying causal factors that lead to an
analysis of the problem. One of the tools we have for exploring causal relationships is called
Problem Analysis, and it is a commonly used tool in project design. You may also hear it
referred to as simply Causal Analysis or Cause-and-Effect Analysis or Logic Modelling.
Problem Analysis (PA) is based on cause-effect relationships. For example, smoking is a major
causal factor in a high percentage of lung cancer cases, or that hydrocarbon emissions from
automobiles are a causal factor of airborne particulates that result in smog in major cities. When
working with social systems, as we do in the development field, we often do not have the luxury
of clear statistical rigor. Nevertheless, problem analysis based on cause-effect relationships is
still one of the best tools we have to systematically exploring events or factors that lead to a
problem or opportunity.
In design, PA normally does not refer to rigorous methods of mathematical causal path analysis
but, rather, consists largely of qualitative procedures. A logical cause-effect stream is established
which illustrates, to the best of our ability, the relationships among behaviours, conditions, and
problems. In this way, PA is used to discover factors that lead to constraints and to bring project
designers closer to the real needs of target populations.
3.2. Using Cause and Effect Logic in Project Design
The first step in developing a problem analysis in project design is to identify the problem that
the project will address. The objective here is to use cause-and-effect logic relative to a
predefined problem, since the causal logic is always relative to a particular problem, which leads
to other effects, also termed consequences.
If you change the core problem, then the causal analysis will also change. Of course, the local
social, political and economic conditions will partly determine the identification of the project’s
focus; however, other factors will also influence it.

Problem: A condition or set of conditions that affect PWDse in a negative way (e.g.,
infectious diseases, poverty, low income, stigma and discrimination, inadequate housing).
Underlying Causes: Major causes of problems that are often the effects of other causes
and must be defined during the synthesis stage of design.(the example of underline causes
include lack of inclusive health service, nutrition, WASH etc contribute for infectious
disease, unemployment result in low income
Consequences: Social, political, or economic conditions that result from a problem. A
cause-effect linkage where the consequence is the effect and the problem is the cause.
(Eg: high infectious disease will result in permanent disability, unemployment will result
in extreme poverty of PWDst etc)
Conditions: Factors that exist in the household, community or external environment
which contribute to a problem.(eg: low household education level, high family size etc
also contribute for poverty)
Problems are selected based primarily on such criteria as:

❖ The degree to which resolution of the problem (or seizing of the opportunity) will result
in a fundamental change in the lives of the target group
❖ The significance and scope of the problem (i.e., the degree to which society considers it a
serious problem and the number of people it impacts);
❖ The identification by the affected community that this is a priority problem;
❖ The organization’s programming principles;
❖ The organization’s comparative advantage (ability to address the problem);
❖ The interests of donors and the opportunity for resources.
The process of defining the problem in the project design phase in most cases will begin at a very
general level. For instance, a holistic appraisal is often conducted with the rather generic
“problem” of low livelihood security in mind, and data is collected around basic needs, access to
resources, and other factors associated with livelihood security. An initial cause-effect analysis
can be conducted with the problem defined as low livelihood security and the result will be an
understanding of the major causes of low livelihood security. As mentioned above, these major
causes are often too broad for a single project and are themselves the effects of other underlying
causes.
The project design team will need to clarify these underlying causes before going further i n the
project design process, as the suitable focus for a project is more likely to be found at this level
in the causal stream. Thus, causal analysis should be an iterative and on-going process through
the life of the project to continuously ensure proper project focus.
Causal analysis is a fundamental tool for building the central logic of any project design. The
primary reason for carrying out a causal analysis is to develop a hierarchical relationship
between causes and effects identified through the holistic appraisal. Causal analysis allows us to
assess the relative contributions of causal streams to the problem and therefore select factors to

address through project interventions. Other reasons to use causal analysis in project design
include:
❖ Selection of appropriate outcome and impact indicators;
❖ Exploration of multiple causal interactions (synergy);
❖ Mobilizing “buy-in” to a project design for staff, partners, community participants,
donors, etc.
3.3. Problem Analysis tool
Problem analysis defines the specific nature, extent, causes and consequences of the project issue
so as to determine how the campaign can best address the issue and what can be changed.
Factual, relevant and compelling evidence lends a solid basis to any campaign strategy, revealing
the ways in which the intended change can happen. Without a clear, evidence-based
understanding of causes and effects of the issue, it will be difficult to develop sound tactics and a
theory of change.
a) The Problem Tree
The problem tree is a visual method of analysing a problem. The tree maps the links between the
main issue and its resulting problems, as well as its root causes, helping to find a solut ion in a
structured way. In this way, the process helps to question assumptions, break down the problem
into manageable pieces, improve the understanding of the problem for developing solutions, and
prioritise consequences and actions. It also helps to build shared understanding, purpose and
action, which are crucial for planning processes involving multiple agencies and sectors.
Key steps:
➢ Step 1: discuss and agree the main problem/concern and write it in the centre of a large
flip chart (trunk).
➢ Step 2: Add the causes of the main problem onto the chart below the main problem, with
arrows leading to the problem (primary roots).
➢ Step 3: For each of the causes, write the factors that lead to them, again using arrows to
show how each one contributes (secondary roots).
➢ Step 4: Draw arrows leading upwards from the main problem to the various
effects/consequences of the main problem (branches).
➢ Step 5: For each of these effects, add any further effects/consequences (leaves).

Figure 1: Problem tree
b) Fishbone Diagram
A fishbone diagram sorts possible causes into various categories that branch off from the original
problem. Also called a cause-and-effect diagram, a fishbone diagram may have multiple sub-
causes branching off of each identified category.
Key steps:
➢ Step 1: Agree the “head”: The diagram can be used in two ways:
▪ Negative consequence: With a problem as the “head” of the fish
▪ Positive: With the goal or target of the process as the “head” of the fish
➢ Step 2: Using a long sheet of paper, draw a line horizontally along the page (the “spine”
of the fish). At one end of the line, add the problem or goal as the “head” of the fish.
➢ Step 3: Draw lines coming out of the spine at an angle – the “bones” of the fish. At the
end of each line, write a category of causes that lead to the problem (negative
consequence) or the target (positive consequence). These could include: processes
(coordination, planning), human resources, inputs (e.g. financial resources), policies,
procedures, etc.
Figure 2: Fishbone analysis

➢ Brainstorm: Discuss each category of causes: how does each one impact the effect? For
example, how do human resources affect the achievement of the effect, or undermine it?
Use the ‘five whys’ method described below to describe the problem and root causes
under each category, creating sub-categories as needed.
➢ Discuss the details of each sub-category: for example, under human resources, you may
list training, skills, recruitment and retention issues. Note: problems that come up
frequently at this stage, or that have a major impact, may need to be turned into a specific
category and therefore have their own separate “bone”.
➢ List all points under each sub-category. When doing this, consider which issues have the
biggest possible impact on the final result. Looking at the diagram together, circle
anything that seems to be a root cause. Prioritise the root causes.
➢ Use the priorities to inform the rest of the planning process, turning them into actions to
include in the activity plan.

4. Program Design and Logical Frameworks
4.1. Introduction
An M&E system should be viewed as an output of program design, and the logical
frameworks (particularly the Log Frame Matrix) are the organizational tools which
synthesizes the logical relationships upon which the program is based. The design of a
project and its corresponding M&E system require careful planning and organization from
the start. The use of various frameworks and tables enable complex processes to be
simplified for various stakeholders for logical program design and an integrated M&E
system in which to measure performance and impact. This allows the M&E system not only
to track and measure change, but to easily pinpoint where, when and how the processes of
change are occurring (or not occurring) in order to adapt the project accordingly. The next
section explains the basic concepts of goals and objectives and introduces various organizing
frameworks.
4.2. Establishing SMART Goals and Objectives
Goals are the ultimate aim or purpose of a project. A project goal must be clearly defined
before implementation. Goals are not necessarily fully achievable over the life of a project
as it often takes years for some changes to become evident. Projects should all be designed
to contribute towards the achievement of a program goal, with strategic objectives as the end
results that the project seeks to achieve towards this goal..
A goal is the ultimate aim or purpose of the program, a longer-term result, which reflects the
intended change (improvements) in a target population. It is important to note that different
organizations and funding agencies refer to goals in a variety of ways. Final Goal, Overall
Goal, Strategic Goal/Aim, Overall Objective, Impact Goal etc…all refer to impact-level
changes
A clear goal also helps to create logical objectives to reach that goal and aids in the
selection of appropriate indicators. Some important considerations for establishing goals
are:
❖ A goal must be realistic, meaningful and clearly beneficial to the target population and all
stakeholders.
❖ Goals should be SMART: specific, measurable, achievable and attributable, realistic and
relevant, and time bound. (The SMART acronym is widely used as ideal criteria for
goals and objectives; however, the meaning of individual letters may vary)
❖ Project goals should link to larger program goals, where appropriate. For example, a
project goal may link to an organization’s goals for its larger country or regional
program. Ideally, individual projects should fit within the programmatic strategies and
frameworks of the organization’s overall program and should contribute to the overall
program level goals.
A SMART goal clearly:

❖ Defines the target population, including number of beneficiaries

❖ Explains what the change will be specifically and that it is measurable
❖ Establishes the time frame-when this change is expected to take place
Vague goal: to improve the livelihoods and increase the incomes of

women PWDs
SMART goal: By the end of 2025, 400 Women PWDs in XX woreda
will have increased their incomes by 25% from 2021 (baseline).
4.3. Logical Frameworks
Once a basic project goal has been established and potential objectives suggested, it is time to
start thinking about how exactly to achieve these outcomes. What will the program actually
consist of? Which proposed interventions should be chosen? Taking the time to conduct
strategic planning will save a lot of time and money throughout project implementation,
ensuring a logical cause-effect path directly towards the intended results, and eventually the
final goal. This is where the results framework (or logical framework) will help guide the
development of goals, objectives, and major interventions (activities).
Results frameworks are diagrams that identify and illustrate causal relationships linking level of
a program’s strategy from objectives to impacts.
A logical framework approach is a commonly accepted method of organizing the main activities
over the life of the project. This approach helps project designers to ensure that they have a
logical and feasible organization of activities that clearly expresses goals and effects/outcomes,
and how they will be achieved through specific activities and outputs. It provides a plan for
project activities. The approach also requires project designers to take into account their
assumptions about the operating environment and contextual factors outside the implementer’s
control, and thus can act as a check on unrealistic assumptions. The information developed
from the logical framework approach is put into a matrix known as a Logical Framework, or
Log Frame.
The log frame matrix summarizes:

➢ What the project should achieve (the goals and objectives)
➢ The indicators that will be used to monitor progress towards these goals as well as
overall achievement;
➢ How these indicators will be monitored and the source of the data;
➢ The assumptions behind the design logic of how the activities will contribute to
achieving the goal and objectives, and risks for the project if the assumptions turn
out to be incorrect.

Table 1: Log frame matrix
Means of Assumptions and Risks

Project Logic Indicators Verification
*Final Goal/long term Food poverty level Baseline and end line Political stability in the
outcome: evaluation country
Example: Reduce poverty level
of women with disability at XX
zone
*Intermediate Outcomes Percentage of women Baseline and end line Economical stability of
Improved livelihood for who run successful evaluation the area
women livelihood
*Short term Outcomes
Increase the profit generated
from women with disability
business
Outputs Number of women who Baseline and end line Economical stability of
Increased women with disability start their own business evaluation the area
who start their own business
Activities Number of women who Training report
Training of women with trained in TVET program
disability
Inputs Number of staff HR report
Personnel deployed
Finance
materials
Note:
❖ An indicator is a specific, observable and measurable characteristic that can be used to
show changes or progress a programme is making toward achieving a specific outcome.
❖ Means of Verification (MOVs) are the pieces of information which show that the
standard set by the indicators has been reached. ... For this reason, it is important to
determine what information will be needed at the outset, so that it can be collected as
the ministry's work is being done.
❖ An assumption is the act of taking something for granted or supposing. In a project
sense, an assumption is something we establish as true for the purposes of allowing us to
proceed with our project work, usually during the planning and estimating phase.
Assumptions enable the project to move forward without absolutely certain information.
❖ The main difference between an assumption and a risk is that when we make an
assumption, we expect that assumption will happen. If the assumption doesn’t happen
then the project is negatively affected. With a risk we anticipate that the risk might
happen and thus negatively impact our project. If the risk doesn’t materialize then the
project will benefit. So in affect we can think of assumptions as almost being the

opposite of risks
4.4. How to check the M&E Elements in a Logical Framework
Check the following conditions:

❖ Indicators for measuring inputs, activities, outputs, outcome and impact are specific,
measurable, accurate, realistic and timely (SMART) (column 2).
❖ Two levels within one logical framework do not share the same indicator (if they do, the
indicator at one level is not specific enough to that level or the design logic between levels
is flawed).
❖ The unit of study (e.g. individuals, children, households, organizations) in the numerator
and, where applicable, the denominator of each indicator are clearly defined such that
there is no ambiguity in calculating the indicator.
❖ The means of verification for each indicator (column 3) are sufficiently documented,
stating the source of the data needed to assess the indicator (be sure that sources of
secondary data are in a useable form).
4.5. How to check the Design Logic in a Logical Framework
First, test the logic beginning with inputs and move upwards towards impact using an if
(internal logic) and (external logic) then (internal logic at the next level) logic test. Where
necessary, adjust the logical framework to overcome logic flaws which are not feasible or are
highly unlikely relationships among various levels of the logical framework hierarchy.
Specifically check that the following conditions hold:
❖ Inputs are necessary and sufficient for activities to take place.
❖ Activities are necessary and sufficient for outputs that are of the quality and quantity
specified and that will be delivered on time.
❖ All outputs are necessary, and all outputs plus assumptions at the output level are
necessary and sufficient to achieve the outcome.
❖ The outcome plus assumptions at the outcome level are necessary and sufficient to
achieve the impact.
❖ The impact, outcome, and output statements are not simply restatements, summaries or
aggregations of each other, but rather reflect the resulting joint outcome of one level plus
the assumptions at that same level.
❖ Each results hierarchy level represents a distinct and separate level, and each logical
framework element within a results hierarchy level represents a distinct and separate
element.
❖ The impact, outcome, activities, inputs and assumptions are clearly stated, unambiguous
and measurable. Impacts and outcomes are stated positively as the results that project
wishes to see. Outputs are stated positively in terms of service/product delivery
❖ The assumptions are stated positively as assumptions, rather than risks, and they have a
very high probability of coming true.

4.6. Theory of Change (ToC)
Theory of Change is essentially a comprehensive description and illustration of how and why a
desired change is expected to happen in a particular context. It is focused in particular on
mapping out or “filling in” what has been described as the “missing middle” between what a
program or change initiative does (its activities or interventions) and how these lead to desired
goals being achieved. It does this by first identifying the desired long-term goals and then works
back from these to identify all the conditions (outcomes) that must be in place (and how these
related to one another causally) for the goals to occur .
TOCs can be used for several reasons within a project:

To reveal and understand project assumptions: Generally, two assumptions are inherent in every
TOC: 1) how change works and 2) the strategic advantage of the chosen theory over other
theories for the context. By linking the immediate or internal project goals, the TOC develops
an idea and tests the assumptions of how it will contribute to change in society.
❖ To ensure alignment with all levels of the program design when setting goals and
objectives: TOCs explain the basis of change behind particular choices/decisions, thereby
tightening the program logic and enabling identification of gaps/unmet needs.
Points to remember
1. Your TOC does not have to reference specific program activities at the outset,
though the program activities you later choose should fit into the TOC you have
established. In the above example, “Changes in attitudes of educators and youth
views of ‘the other’” will lead to “decreased levels of conflict and violence in the
community,” among other effects.
2. Being able to write your TOC in a clear and convincing manner is important and
may take time. Prepare to have your TOC challenged.
3. You should make sure your TOC is reflected throughout your project. Your
activities and events, their outputs and outcomes, should be aligned to your theory of
how livelihood of women will improve. If your project has several objectives, you
will likely need multiple TOCs to describe the expected changes under each
objective. As your program activities develop, return to your TOCs to make sure
they fit. If not, develop new TOCs or adjust program activities to be aligned. It may
seem obvious, but it also is important to make sure you do not adopt conflicting
TOCs.

5. ESTABLISHING INDICATORS AND PERFORMANCE TARGETS
 What are Indicators and Targets
An indicator is a variable, measure or criterion that measures one aspect of a program/project.

Simply stated, an indicator verifies whether an intended change actually occurred. Indicators are
developed for two reasons:
❖ To measure attainment of inputs, activities, outputs, effects/outcomes and impacts
related to our project design hierarchy.
❖ To evaluate key questions in the evaluation of projects and programs
❖ An appropriate set of indicators for a program or project will include at least one
indicator for each aspect of a project.
 How to Develop Indicators
Indicators are written to measure the goals and objectives we have chosen (and their relevant
outputs, inputs, and processes). Indicators can be written for overarching program goals and
specific intervention objectives. They can contain up to seven specific pieces of information:
1. The thing to be measured or changed
2. The unit of measure that informs the change
3. The starting point (baseline information)
4. The scope, size, or degree of intended change
5. The quality or standard of change desired
6. The target population
7. The timeframe
 Types of indicators
There are four main types of indicators that measure different aspects of the M&E system, all of
which relate to outcomes and the fulfilment of objectives that result in impact:
❖ Input Indicators: indicators which measure inputs such as number of training
materials, staff members, and infrastructure etc. These indicators describe what
goes into a program.
❖ Process or Activity Indicators: indicators which measure more process-oriented
activities such as the number of training workshops conducted, number of site
visited etc. These indicators describe the number of activities or their level of
completion.
❖ Output Indicators: indicators which measure the end results of program
components such as the number of staff members trained; number of materials
distributed, number of cooperatives established, etc. These indicators describe the
goods and services produced by the program activities.
❖ Outcome (effect) Indicators: indicators which measures the change in systems
or behaviours resulting from the achievement of an intermediate goal/result/target
(objectives), such as the percentage of staff members who are competent (scoring
above 75% on competency test), the number of clinics meeting new quality
standards or the number of women breastfeeding.
❖ Impact Indicators: indicators which measure actual change in conditions of key
problems or unmet needs identified linked to the program goal, such as changes in
health status, nutritional status, income etc
Example of indictor level

Figure 3: Example of indictor level
 Indicator components
When new indicators are being developed, they must be fully defined. No indicator should be
deployed without a full definition. In other words, the essential components of the indicator must
be clear and concrete. To ensure meaningful responses to the questions in the Indicator Standards
& Tools listed above, it is critical to understand the terms used to define the components of an
indicator.
➢ Title. A brief heading that captures the focus of the indicator. Definition. A clear
and concise description of the indicator. Purpose. The reason that the indicator exists; i.e.
what it is for. Rationale. The underlying principle(s) that justify the development and
deployment of the indicator; i.e. why the indicator is needed and useful.
➢ Method of measurement. The logical and specific sequence of operations used
to measure the indicator; e.g. data collection tools, sampling frame and quality assurance
➢ Numerator. The top number of a common fraction, which indicates the number
of parts from the whole that are included in the calculation.
➢ Denominator. The bottom number of a common fraction, which indicates the
number of parts in the whole.
➢ Calculation. The specific steps in the process to determine the indicator value.
➢ Data collection method. The general approaches (e.g. surveys, records, models,
estimates) used to collect data.
➢ Data collection tools. The specific tools (e.g. service registration book,
distribution register, patient registers) used to collect data.
➢ Data collection frequency. The intervals at which data are collected; e.g.
quarterly, annually, bi-annually. It is important that frequency is consistent with the data

collection methodology. (The frequency of data collection should not be confused with
the frequency of reporting, which is commonly associated with external organizations
and agencies, particularly funding partners.)
➢ Data disaggregation. The relevant subgroups that collected data can be separated
into in order to more precisely understand and analyse the findings. Common subgroups
include sex, age , by woreda, region, etc
➢ Guidelines to interpret and use data. Recommendations on how best to evaluate
and apply the findings; e.g. outlining what it means if the indicator shows an increase or a
decrease in a particular measure.
➢ Challenges. Potential obstacles or problems that may have an impact on the use
of an indicator or on the accuracy/validity of its findings
➢ Relevant sources of additional information. References to information/materials

that relate to the indicator, including background information on the development of the
indicator, comparisons with previous versions of the indicator and lessons learned from
the use of the indicator or similar indicators in various settings.
 Characteristics of good indicators
Valid: accurate measure of a behaviour, practice, task that is the expected output or
outcome of the intervention
Reliable: consistently measurable over time, in the same way by different observers
Precise: operationally defined in clear terms
Measurable: quantifiable using available tools and methods
Timely: provides a measurement at time intervals relevant and appropriate in terms of
programme goals and activities
Programmatically important: linked to the programme or to achieving the programme
objective.
Another way projects use to assess the quality of indicators is based on the five criteria: Specific,
Measurable, Achievable, Relevant, and Time-bound (SMART).
S Specific: Is the indicator specific enough to measure progress toward results?
M Measurable: Is the indicator a reliable and clear measure of results?
A Attainable: Are the results in which the indicator seeks to chart progress realistic?
R Relevant: Is the indicator relevant to the intended outputs and outcomes?
T Time-bound: Are data available at reasonable cost and effort?
Table 2: Examples of good and bad indicators
Good indicators Bad indicators

Number of members of the association joined Increased number of community members
SHG who joined SHG

Number of workshops conducted
(disaggregated by type of workshop) Number and type (s) of workshops conducted
Level of mebers satisfaction Degree of happiness
 Challenges and considerations when selecting indicators
The following are some of the challenges

Unable to get verified and trusted data sources
Lack of consistent data across years due to poor documentation
Improper definition of indicators which lead to miss interpretation among staff
Ever changing indicators by government and other sectors
 Approaches to establishing/setting targets
Targets have a specific value attached usually a number and/or a date and help us track our
progress. Targets encompass such issues as the amount, %, ratio, and adequacy of facilities, tools
and equipment, the qualifications of staff and their organizations. Below lists some key questions
to consider when establishing realistic targets:
What is the performance baseline?
What trends occurred before the program started?
What are beneficiary expectations of progress? What are expert judgments?
What do research findings and similar programs suggest?
There are no real best practices for setting targets and the combination of programmatic
experience and information available tend to determine targets. Some alternative approaches are:
Project a future trend, then add the “value added” by project activities
Establish a final performance target for the end of the planning period, then plan
progress from the baseline level
Set annual performance targets
It is important not to set targets which are too high or too low. Targets which are too low will
not motivate project staff, and targets set too high may result in a project losing credibility.
Targets may also thwart creativity and force a linear path in project achievement, where
unintended benefits are not captured or opportunities are side-lined in order to focus on
designated targets.
 How to collect indicator values
Beneficiary assessment. Beneficiary assessment is a qualitative approach designed to tap

the knowledge of people who are the identified beneficiaries of a particular policy,
programme and/or project. It relies heavily on giving these people a safe and supportive
forum for voicing their opinions on the effectiveness of the policy/ programme/projects in
question.

Focus group discussions. Focus group discussions are a structured approach to
collecting qualitative data from a small group of people drawn from a specific target
population. The participants are questioned by a trained facilitator, who encourages a
frank and open-ended discussion of their attitudes and opinions. The facilitator also
encourages participants to interact and respond to other members of the group to generate
additional insights.
key informant interviews. Key informant interviews can be an efficient and effective
way to collect information about a given situation and/or topic. However, it is crucial to
identify the right people as key informants. They should have above-average knowledge
of the situation or topic, their knowledge should be based on first-hand experience and
they must be able to articulate their understanding and impressions of the situation or
topic.
Rapid assessment. Rapid assessment is an approach used to collect practical information
quickly and cost-effectively on a situation. There are many different techniques used in
rapid assessments; however, most of them rely on three basic steps: (1) preparatory work
(e.g. selecting members of the assessment team and reviewing the available data); (2)
field work (e.g. short, intensive site visits with a focus on semi-structured interviews with
key informants, focus group discussions and direct observation); and (3) findings (e.g.
team discussions, analysis and write-up). During a rapid assessment, team members’ use
a basic form of data triangulation to compare information drawn from different sources
and collected using different methods.
Special study. A special study can be designed to collect quantitative and/or qualitative
data on a wide range of issues.

6. GUIDING PRINCIPLES AND ELEMENTS OF MONITORING AND
EVALUATION
6.1. Introduction to MERL
MERL is a contemporary of the commonly used abbreviation, M&E. The “M” and “E” are the
same: monitoring and evaluation. The “R” and the “L” stand for reporting and learning. ENAB
uses this more-comprehensive terminology to emphasize that the four components are
inherently linked. Without reporting on and learning from results, monitoring and evaluation of
programs is pointless. M&E as a standalone activity is like discovering that the brakes on your
car do not work, but not telling anyone or getting them fixed. Learning about something is only
useful if you apply what you learn.
MERL is:
A very important component of effective program implementation
A way for you to learn about what in your program works and what does not work
MERL tools help to guide, improve, and assess your program
MERL is not:
A system separate from your programs and projects; it is closely interwoven with your
project planning and implementation
Just for funder reporting
Meant to be a burden to program staff: Even when certain MERL activities are required by
funders and parent organizations, your team should always work with them to develop
processes that are mutually beneficial
The job of an M&E specialist alone: MERL is a team effort and involves stakeholders from
within your organization and the communities where you strive to build income women’s.
6.2. What is Monitoring and Evaluation?
What is monitoring? Monitoring is continuous process of collecting and analysing

information to compare how well a project, a program or policy is being implemented against
expected results. Monitoring aims at providing managers and major stakeholders with regular
feedback and early indications of progress or lack thereof in the achievement of intended
results. It generally involves collecting and analysing data on implementation processes,
strategies and results, and recommending corrective measures.
What is evaluation? Evaluation is the systematic and objective assessment of an ongoing or

completed project, program or policy, its design, implementation and results. Evaluation
determines the relevance and fulfilment of objectives, efficiency, effectiveness, impact and
sustainability. An evaluation should provide information that is credible and useful, enabling
incorporation of lessons learned into the decision making process of both recipients and

donors. Ultimately, M&E systems are designed to determine the impact of projects and/ or
programs. However, it also entails regular, systematic collection and analysis of information
to track the progress of project implementation. When appropriately designed and
implemented, an M&E system keeps projects on track and provides information to reassess
priorities. In order to do so, monitoring and evaluation must be understood as an ongoing
activity that ultimately confirms and explains the nature and degree of change a particular
development intervention has had on its population.
Results monitoring provides information on the progress towards achieving objectives and
on the impact the program is having in relation to the expected results. It involves:
Relating the work being done to the objectives on a continuous basis in order to
provide a measure of progress.
Reviewing the approaches and strategies in response to the changing circumstances
without losing the overall direction
Identifying if there is need to change the objectives.
Identifying further information or research for learning purposes
Furthermore, although project monitoring and impact evaluation are both critical and
complementary elements of an effective project, there is often a limited understanding of
their distinct purposes and roles:
Project monitoring entails the process of routinely and consistently gathering
information on the process of project implementation. Monitoring focuses
primarily on the achievement of intended outputs, such as the quantity of food
delivered to a distribution centre, or the number of people actually receiving
rations. It involves the routine collection of information on an on-going basis to
support basic management and accountability functions. Monitoring is also
necessary to detect changes in important contextual factors that may necessitate
program adjustments. Effective monitoring of program outputs is a critical
aspect of evaluating programs; unless an evaluator knows who received what
quantity and quality of goods and services and at what cost, it is difficult to
interpret the impact of a project.
Project evaluation is essentially an assessment of the extent to which a project is
achieving or has achieved its stated outcome goals. Evaluations are designed to
gauge the extent to which a project causes actual changes in conditions towards
the overall project goal, such as improvements in food security status at the
beneficiary level. Results from impact evaluations are critical to guide the
management of current activities, to inform resource allocation decisions across
project components and to support the design or re-design of future interventions
to maximize their potential impacts.
A monitoring and evaluation system is constructed according to the logical framework or
results framework of a project. Each level of the M&E system relates to a level in the
results framework. The M&E system collects information and analyzes data at each level to
assess project progress, performance, and impact.

Table 3: Differences between Monitoring & Evaluation
Factor Monitoring Evaluation

When is it done? Continuously-throughout Occasionally-before implementation,
the life of the Mid-term, at the end or beyond the
project/program project/program period
What is measured? Efficiency-use of inputs, Effectiveness, longer term impact and
activities, sustainability- achievement of purpose
outputs, assumptions and goal and unplanned change
Who is involved? Staff within the agency In most cases done by people from
outside the agency
Sources of Information Internal documents e.g. Internal and external documents e.g.
monthly or consultant’s reports, annual reports,
quarterly reports, work and national statistics
travel logs, minutes of
meetings
Who uses the results? Managers and Managers, staff, funding agency , beneficiaries,
project/program other agencies
staff
How are results used? To make minor changes To make major changes in policy, strategy and
future work
6.3. Evaluation versus Research
Both research and evaluation systematically seek answers to questions; in fact, they use
many of the same techniques to answer those questions. However, their purposes sometimes
differ (see the Table below). Research usually seeks to create new and generalizable
knowledge or understanding, while evaluation seeks to inform decisions and judgments
about a specific project.
Table 4: Evaluation versus Research
Factor Research Evaluation

Purpose To add to knowledge in the To make judgments
field To provide information for
To develop laws and theories decision- making
Who sets agenda or Researchers Stakeholders and evaluator jointly
focus Academic institutions
Generalize ability of Important to add to Across the program areas, but not
results theory/contribute to field necessarily beyond the program
Focus is on particulars of the
program or policy and the context
Intended use of Usually for publication and Usually directly affects the project’s
results knowledge sharing activities or decisions of
stakeholders in development of
future projects

6.4. Why does ENAB need a MERL System?
The MERL system among others is needed in order to:

Provide continual feedback on project components and processes
Detect contextual shifts and changes in the status of the target population
Inform decisions on operations, policy or strategy
Facilitate accountability for project resources to donors and participants
Demonstrate positive, sustainable results of project activities Identify successful
strategies for extension, expansion or replication Modify unsuccessful strategies
Capture lessons and knowledge on what works and what does not
Give stakeholders an opportunity to have a say in the program
Provide an accurate determination of program impact
6.5. General Overview of Basic Elements of a MERL System
Every project design employs a hierarchy of basic elements known as: inputs, activities, outputs,
outcomes, and impacts. These elements of project design are also components of a logical
framework and a results framework and of the M&E system for that particular project.
Figure 4: Hierarchy of basic elements M&E

As illustrated in Figure above, a project employs a progression of activities that is consistent
from the design through implementation to the evaluation stage. These activities begin when a
project mobilizes a set of inputs (human and financial resources, equipment,) to carry out
activities (training sessions, infrastructure building) that generate outputs (e.g. number of people
trained; number of facilities audited for accessibility, number of PWD children accessing
primary school). Outputs contribute to outcomes, which are changes in behaviours or systems
among project participants (e.g., increased knowledge; improved practices) among the program
participants. Outcomes contribute to impacts, which are judged to be sustainable improvements
in fundamental conditions at the household, community or regional level (reduced blindness).
The basic elements in the project hierarchy are used throughout the manual’s discussion of
M&E. The use of these elements in the project hierarchy will be expanded upon below in the
discussion of logical frameworks, results frameworks and their relation to project design and
M&E.
6.6. Evaluation Framework
The OECD Development Assistance Committee criteria for evaluation includes

Impact: “The positive and negative changes produced by a development intervention,
directly or indirectly, intended or unintended.” This criterion looks deeper into the effects
of interventions and considers higher-level outcomes, impacts, and goals. An example
question for a women PWDs SHG program could be: avoid extreme poverty in the
community?
Relevance: - The relevance of a programme relates primarily to its design and concerns
and the extent to which stated objectives correctly addresses the identified problems or
related needs. It also includes examining the appropriateness of the objective in relation to
national needs, policies and the needs and priorities of target groups. In other words,
relevance concerns the appropriateness of the project design to the problems to be
resolved. An example question for relevance was the project relevant from country plan,
sector plan, specific needs of community etc
Effectiveness –First and foremost, effectiveness focus on whether the planned benefits
have been delivered and received as perceived mainly by the key beneficiaries. Moreover,
it focuses on the extent to which the out puts have been achieved and whether the program
is likely to contribute to stated purpose and goal. The key question is what difference the
project made in practice as measured by how far the intended beneficiaries really
benefited from the products or services it made available.
Efficiency: - In most cases, efficiency focus on management of the budget; personnel,
information, property, etc. and relations/co-ordination with local authorities, institutions,
beneficiaries/communities or children. The efficiency criterion concerns how well the
various activities transformed the available resources into the intended results or outputs,

in terms of quantity, quality and timeliness. Here, the key question is: Were things done
right, are we getting the most results for our inputs? Programme efficiency also explains
whether there was adequate justification for expenditure incurred or examines whether the
resources were spent as economical as possible.
Sustainability: - The issue of sustainability explains whether communities were properly
prepared for taking over, technically, financially, and managerially. Here, t he most
important question is: how have the roles of communities, government, partners and
ENAB changed over time and how durable is the change?
Learning: - Refers to how and the extent to which ENAB learns from its own
programme’s experiences and the degree to which these lessons have been shared outside.
This also includes identifying lessons learnt, best practices and bad practices, document
and utilize for the upcoming design, planning, implementation, monitoring and evaluation
of interventions so as to achieve and maximize a positive impact on children’s lives and
fulfilment of their rights by doing things differently and in better ways.
Participation and partnership– refer to what extent communities were participated in
the design/planning, monitoring and evaluation of projects. Example of partnership and
participation question: How well did the partnership and participation of community and
stakeholders arrangements work and how did they develop over time? Were the
appropriate partners identified ?
6.7. Internal and External Evaluation
Whether an evaluation is internal or external depends on who is conducting it. An internal

evaluation is conducted primarily by a ENAB staff who are implementing the project. An
external evaluation is led by a consultant or government evaluators such as BoFED, Ethiopian
Charities and Societies Agency, other person who does not regularly work for the organization.
❖ Internal evaluations may allow for a more complex, multi-stage evaluation design and
can take advantage of in-house staff members’ understanding of the project, either to
produce the evaluation more efficiently or to yield more nuanced findings.
❖ External evaluations can be (or can be perceived as) more objective and can bring
additional expertise and external perspective that can add value to the evaluation.
Which type of evaluation uses resources the most efficiently depends on an organization’s
capacity. Often, evaluation involves both internal staff and external consultants in a joint effort
that can leverage the strengths of each.
6.8. Barriers to Evaluation
The following key barriers of monitoring and evaluation should be avoided to strengthen
evaluation process
❖ Lack of time, knowledge, and skills
❖ Lack of strong M&E team with dedicated person

❖ Lack of resources for evaluation, including budget
❖ Poor project design, for example, evaluation activities not being integrated into project
design
❖ Start-up activities competing with baseline measurement or delaying baseline
measurement or absence of proper baseline evaluation
❖ Project capacity overwhelmed by complex or overly ambitious evaluation designs
❖ Difficulty convincing others how useful evaluation will be as a learning exercise
❖ The perception that because no baseline data was collected, it is too late to evaluate the
existing M&E activities
6.9. The Evaluation Terms of Reference (TOR)
The second planning tool, the TOR, is a comprehensive, written plan for the evaluation. After
completing an evaluation plan, you are ready to create the TOR to either solicit an external
evaluator to conduct an external evaluation or for your own purposes if your team is conducting
an internal evaluation. Essentially, the TOR describes the scope of work. It assigns roles and
responsibilities, activities, and methodologies and is more narrative in form than an evaluation
plan. Developing the TOR yields a shared understanding of the evaluation’s specific purposes,
questions, objectives/themes, the design and data collection approach, the resources available,
the roles and responsibilities of different evaluation team members, the timelines, and other
fundamental aspects of the evaluation. The TOR facilitates clear communication of evaluation
plans to people inside and outside of the organization/project.
Importantly, if the evaluation will be external, the TOR helps communicate expectations to and
then managing the consultant(s). Because external evaluators are less familiar with the project
than the individuals commissioning them, it is important to have a TOR that clearly sets forth all
the necessary background, specifically to alert the evaluator to the questions that are most
important to stakeholders. Indicate the annex
Key components of a TOR are (please refer annex 2 for evaluation TOR):
1. Overview of the evaluation
2. Brief description of the program
3. Purpose of the evaluation
4. Evaluation questions
5. Evaluation methodology/approach
6. Ethical considerations
7. Implementation information: schedule and logistics, evaluation team
8. Reporting and dissemination plan
9. Application guidelines: budget, timeline
•
6.10. Data quality assessment (DQA)
Data quality assessment (DQA) is a process of evaluating data to determine if they meet the
objectives of the program, and thus are of the right type, quality, and quantity to support their

intended use. Results of DQA will determine the accuracy, consistency, completeness, relevancy,
accessibility and accuracy of the data.
Table 5: Data Quality Dimensions

Dimensions Definition
1. Accuracy A measure of the correctness of data, accurate data should represent

what was intended or defined by the original source of the data.
2. Consistency Data are consistent when the value of any given data element is the
Same across applications and systems.
3. Completeness The extent to which the expected attributes of data are provided; all
required data elements are captured in the database system.
4. Relevancy The extent to which data are applicable and useful for the task at hand.
5. Accessibility Accessibility is the extent to which data are available or easily

retrievable.
6. Timeliness The degree to which data are current and available for use as specified
And in the time frame in which they are expected.
The quality of data is highly dependent on the underlying data management and reporting
systems. In order to produce quality data, functional components need to be in place at all
levels; from the data collection and encoding at field and head office level to data checking,
review and processing at the sub-regional, regional and national levels. The DQA tools are
designed to (i) validate the quality of data collected; (ii) assess the system that produces the
data and (iii) develop strategic actions to improve the data and the system.
6.11. Data Analysis
This is a critical step in the MERL cycle that is essentially about;

• Assessing what has actually happened on the ground and cross-validation of M&E
results using various instruments such as triangulation
• Establishing cause-effect relationships, as much as the situation permits, for the
observed changes and assessing the likely implications of these changes on the program.
/attribution/
• Working out strategies and options for action to be taken by ENAB management and
key decision makers and ensure that the program is well on course in achieving its
expected results.
• Actively engaging staff in the process so that not only do they add to the richness of
the analysis, using their practical and first -hand knowledge about the program, but
become active participants and owners of the change process, thus contributi ng to

ENAB’s program and organizational sustainability. The table below ` depicts the levels
and focus of the analysis work.
6.12. Decision Making and Feedback
A major rationale for having a MERL system in place is to make the necessary management
decisions on the basis of accurately collected and analysed data . The decision could range from
making minor operational adjustments on activities and inputs to strategic decisions affecting
outcomes and goal attainment. Following are issues critical to ENAB’s MERL decision making
and feedback process.
❖ Decision making powers and roles should be identified and agreed upon between the
different actors and layers of work ENAB HQ, ENAB project staff, Community and
Woreda level ENAB partners, etc)
❖ Input- output related decisions are better made on levels nearer to operations /
community and project levels / While effect and impact related decisions are better made
on Program and Organization level.
❖ Decisions made should involve and be timely communicated to staff and relevant
community groups and partners with a view to ensure joint ownership and collaborative
implementation ,and hence sustainability of the program.
❖ Decisions made should be implemented and there should be a tracking system of ensuring
effective and efficient implementation of decisions, i.e,’ monitoring the monitoring
system’ /
❖ The lessons learned should be documented and shared among ENAB staff and
management as inputs for the next levels of interventions.
6.13. Data ethics
Data ethics refers to the rules or standards governing the conduct of a person collecting,
Collating, reporting, or using data. Common ethical considerations that programs should
make in relation to data include the following.
❖ Ensure that program participants/beneficiaries are provided with sufficient information to
enable them to make informed decisions about their participation in dat a collection
efforts. No participant/beneficiary should be coerced to give information.
❖ Participants need to be made aware of how much privacy/confidentiality/anonymity they
can expect for their responses.
❖ Programs should take steps to ensure that data is not misrepresented or falsified by
anyone involved in the data-management process.
6.14. Skills and Responsibilities of MERL unit/section/staff
Skills of the MERL staff

❖ Excellent conceptual, analytical and critical thinking
❖ Leadership, coordination, planning and organizing skills

❖ Skills in research and strong quantitative and qualitative analysis skills, wit h proven
ability to work with data software packages, such as R,Python,SPSS,STATA,EP info,
GIS and Kobo
❖ Excellent numbering and statistical skills, cost-consciousness and strong problem-solving
skills,
❖ Excellent proficiency on software based client data management and reporting system
Computer Proficiency in MS word, Advanced EXCEL, MS-Access & SQL and publisher
etc.
❖ Strong analytical skill with qualitative aptitude and quantitative aptitude, excellent
numbering and statistical skills, cost-consciousness and strong problem-solving skills,
and documentation of project/program progress and best practices;
❖ Excellent planning and organizing skills
Roles and Responsibilities of the MERL Expert/staff
❖ Actively engage in research, data gathering, and analysis in order to document
experience, lessons learned, and best practice related to program management, service
delivery and organizational management to ensure that ENAB approaches remain
consistent and effective.
❖ Initiate, identify and propose necessary baseline study, mid-term review, and final
evaluation of program level interventions.
❖ Actively work to compile and report current program progress updates, highlight issues
and concerns emanating from field supervision notes, study reports, etc
❖ Take corrective measures by checking the proper aggregation, disaggregation,
compilation, analysis and presentation of various programs
❖ Analyzing the quality of all reports received and ensuring follow-up in case of
incompleteness, problems with validity, as well as reporting delays
❖ Compiling all reports from area offices & work units into a single organizational report
using the standard template and software and report to stakeholders
❖ Providing quarterly feed-back to the field offices/work units on performance reports
❖ Assists program management and work units undertake need and vulnerability
assessment and review results to inform appropriate decisions
❖ Operationalise the M&E Plan of ENAB for systematic and timely implementations of
supervision, monitoring and evaluation activities at all levels
❖ In close collaboration with other pertinent work units and departments of ENAB, initiate
and facilitate integrated supportive supervision at least half yearly.
❖ Organize and conduct biannual and annual performance review meetings at Head Office
and field level
❖ Disseminating biannual and annual organizational performance reports at performance
review meetings and partnership forums for decision making
❖ Provide technical support and continuous monitoring to field office

6.15. Technical Equipment
Realization of the MERL need the technical capabilities of the organizations and availability of
equipment’s so as to facilitate efficient project tracking, measuring performance, smooth up
communication, ease up documentation and dissemination across stakeholders. In assur ing a
better execution of MERL activities different technical equipment’s are needed. The following
are some the equipment’s and system need:
❖ Computers both lap top and desk top (for server)
❖ External Hard disc (5-10 Tera bite)
❖ Flash Disks
❖ Data analysis software’s such as SPSS
❖ Communication equipment’s such as camera
❖ Data base to track key performances.
6.16. Key timeline for MERL activities
Table 6: Summary of MERL Activities

M&E Activities Period
Review meeting Quarterly
ISS (Integrated Supportive Supervision) Biannual
Joint partner meetings Quarterly
Executive Board meeting Quarterly
General assembly meeting Annual
Periodic field reports Monthly, Quarterly, biannual &annual
Program and project performance reports Biannual and annual
External Audit report Annual

7. LEARNING, REPORTING AND DOCUMENTATION
7.1. Learning
Learning is an essential component of strong organizations and projects. It directly builds on

monitoring and evaluation (M&E) and uses the findings from M&E activities to strengthen
program design and best practices. Learning is most successful when it:
❖ Comes in the form of regular performance data learning reviews, i.e., scheduling and
holding periodic learning reviews with the technical team and partners to review
performance and discuss any changes in approach that may be necessary
❖ Also occurs post-evaluation and includes action planning (course-correction if necessary)
❖ Involves funders, project beneficiaries, and other stakeholders
During the design phase, projects should identify key sources of information and create clear
mechanisms for capturing and learning from this information. Practical examples of informat ion
sources are listed below. When considering sources, projects should keep in mind that the goal is
not to gather more information, but to carefully consider what types of information is most useful
to inform their decisions.
❖ Consultations with key informants
❖ Basic field visit reports
❖ Project monitoring data
❖ Beneficiary feedback mechanisms (like community scorecards, social audits, etc.)
❖ Close monitoring of news and social media
7.2. Developing a Learning Agenda
Regardless of which type of learning format an organization has planned to use, it initially needs
to identify what it wants to learn, how it will learn, and how frequently the learning will be done;
these are the foundations of the learning agenda. Learning agendas are similar to evaluation
plans, but differ in some key ways. While questions in the evaluation plan may be similar to
those in the learning agenda, the latter enables the program/project/organization to plan for how
it will ensure that improvements are made along the way based on learning fr om immediate
processes, experiences, and activity outputs. Also, evaluations tend to be more rigorous in their
methodology and analysis because findings are often published for use by stakeholders outside
the organization. Learning agenda questions do not necessarily require as much rigor because
findings are used internally to inform continuous program improvement.
Developing a learning agenda includes the following steps.

1. Determine the components of your program you want to learn about and identify what
needs to be assessed. To do this, review your implementation plan, deliverables, and

results framework and identify key components, sub-components, or other aspects of
your program that you will analyse in terms of your organization’s efficiency to
implement them and/or their effectiveness in obtaining results.
2. Clarify what you want to learn about each component you identified and determine the
questions you will answer. Also review the planned deliverables, results frameworks, and
indicators for this step. Example questions are:
What has been learned from the project that can contribute to improved program
implementation or to building relevant knowledge in the ENAB’s interventions?
o What do we want to know about the subject matter?
o What was changed as a result of our program?
o How do targeted stakeholders perceive our programs?
o What sort of reach do we have?
o How many home visits are we supporting?
o How was the target population affected?
o How much money did we spend?
For example, if you determine that the training that ENAB provided for Self-help groups should
be evaluated, you might ask what evidence is available to show that the training implemented has
resulted in knowledge and skills of SHG, improved in saving habit of SHG PWDs members and
ability to run successful income generating activities by members.
1. Identify how you will obtain the data. What data do you already have to help analyse this
issue, and what data do you need to be able to answer your questions? For example, will
you need to facilitate a focus group discussion, hire a consultant, hold a staff meeting, or
use data from specific indicators?
2. Identify who should be involved in answering the questions and in participating in
analysis of the answers.
3. Determine deadlines for obtaining the data and conducting the analysis. Do you need the
information every month, each quarter, at the end of the project, etc.?
4. Identify how you plan to document the things you have learned, disseminate findings,
adapt your program activities, and/or update underlying premises or results frameworks,
thus altering the program design.
7.3. Ensuring Learning Processes are Participatory.
To ensure that a breadth of opinion is captured relating to organizational/program performance

and because learning initiatives include important capacity development and growth dimensions,
they should be as participatory as possible. Stakeholder involvement in learning promotes a
sense of partnership among all the key people and/or groups interested in the organization. A
participatory process is essential to provide insight into programs and analysis of how well the
needs of different stakeholders are being met. A variety of different perspectives is particularly

helpful in analysing unintended consequences and sustainability of activities. For this exercising
learning agenda at ENAB level is important. Please refer the following learning agenda matrix
example.
7.4. Most Significant Change (MSC)
MSC involves the collection and selection of stories of change, developed by programme or
project stakeholders. It is a participatory technique which relies on engaging stakeholders in a
process of discussing, analysing and recording change. MSC can be used in projects and
programmes where it is not possible to precisely predict desired changes beforehand, and is
therefore difficult to set pre-defined indicators of change.
MSC is most useful where:
• it is not possible to predict in any detail, or with any certainty, what the outcome of a
project or programme will be;
• outcomes vary widely across beneficiaries;
• there is no agreement between stakeholders on which outcomes are the most
important; and
• Interventions are expected to be highly participatory.
Domains may be designed to capture change at many different levels, such as individual,
community or organizational level. Examples might include:
• changes in the quality of peoples’ lives due to intervention of ENAB;
• changes in organizational culture; and
• changes in the way the community interact with each other.
Please refer the annex 3 for documenting Most Significant Change
The following are the key steps
Step 1: The first task in MSC is normally to introduce a range of stakeholders to the
technique, and thereby gain their interest in, and ownership over, the process. Stakeholders
may include project or programme staff, staff another levels of an organization, targeted
beneficiaries, and donor representatives, amongst others
Step 2: the next step is to identify how and when the stories will be collected. This means
deciding on the methods that will be used to identify, record, discuss, select and analyse the
stories. In most cases MSC stories are written down, but it is also possible for stories to be
recorded as audio or video. If MSC is used as an ongoing monitoring process, then it is also
important to decide at this stage how often stories will be produced. Other decisions that
might be taken at this stage include the criteria used to select stories, the makeup of the
groups that will select stories at different levels, and how the stories will be used by the
project or programme. These decisions will often be dependent on the type of project,
programme or organisation. A complex programme with many different layers will need
different systems and processes than a more straightforward project operating in only a few
locations.
Step 3: The third step is to collect the stories of change. In MSC, stories are normally
collected from those stakeholders most directly involved in a project or programme, such as
targeted beneficiaries and project or programme staff. At regular intervals (if used for

monitoring) stakeholders are asked what the most significant changes have been they have
experienced or observed within each domain over the past period. The different stories are
then written down (or recorded or videoed) – either by the stakeholders themselves or by
other people on their behalf. In addition to a description of the story, MSC also requires
some further information to be recorded for each story. This can include information such as:
who provided the story;
when and where the change happened; and
what the story teller believes is the significance of the events described in
the story.
Step 4: The fourth step is to select the most significant stories of change. Once the stories
have been produced, people read the stories aloud (or listen to the audio or watch the videos)
and discuss the value of each story. They then decide which they consider to be the most
significant stories of all, within each domain.
Step 5: An essential part of MSC is the verification of stories wherever possible. This is
important as otherwise stories might be selected that are untrue, misleading or open to
different interpretations. So, ideally, all stories should be checked for accuracy before being
used or passed on to the next level of the hierarchy. This often involves talking to different
stakeholders to find out their views of the change story.
7.5. Reporting
A report is an official record of a given period in the life of a project that presents a summary of
project implementation and performance reporting. Progress reports are essential mechanisms for
project implementers to inform partners and donors on the progress, difficulties, and problems
encountered and lessons learned during the implementation of project activities. Reports are
designed to:
Enable the assessment of progress in the implementation process and achievement of
results.
Focus activities and therefore improve subsequent workplans.
Facilitate the replenishment of funds by donors.
i) Basic Principles of Reporting
ENAB programs meets the following basic principles while reporting:
 The data is presented honestly and reflects reality
 The data presented is readable and clear for the audience
 The sources, methodologies and assumptions applied are described in detail report
 The programme reports against all indicators agreed with and accepted by the donors at
the beginning of the project, listed in the logframe
 The data should be gender disaggregated
ii) Reporting Mechanisms
Periodic reports will supplement the monitoring and reporting process. The consolidated
information will be used by Donors, government, partners, Management (senior and program)
for decision making and further planning. ENAB MERL unit will be responsible for the
compilation, management and dissemination of all data collected from program staff and or
program/project M&E personnel. The following periodic reports will be prepared:

Weekly update
Monthly update
Bi-annual report
Annual report
In addition to the periodic reports, the MERL unit will assist program staff to respond to specific
and ad hoc information requests made by donors, partners and headquarters.
Weekly Update Report
To share information on progress made in the previous week and plans for the coming week.
This update should reflect the work of all program staff. The compiled reports will be shared
with Management (senior and program) before the weekly program managers meeting.
Weekly update includes:
I. Accomplishments of the program in the previous week
II. Plans for the week
III. Challenges
Each program manager or program focal should submit their weekly update to the MERL unit by
the end of Friday of each week. Program managers should liaise with their filed staff to collect
updates on their performance to include in their weekly program update. This is especially
critical for programs that have regional staff.
Quarterly Report
Purpose of the report is to share information on progress made in the previous month and plans
for the coming quarter. Provide an update on planned activities vs. accomplishment s for the
month of the respective quarter, follow-up on action items from the previous quarter and
challenges encountered.
Quarterly update includes:
I. Accomplishments of the program in the previous month
II. Plans for the month
III. Challenges
Bi-annual Report
This report is meant to provide an overview of the performance of ENAB programs over a period
of six months. The consolidated six-month report will be used to better inform management and
stakeholders, highlight progresses and challenges to be addressed and identify areas to maximize
resource utilization. In addition, lessons learned during the six months and plans for the next six
months also will be outlined in the report.
Each six-month report will include:
I. Executive summary
II. Major activities and accomplishments during the reporting period
a. Status of each objective (Has the objective been achieved, not achieved or delayed);
b. Significant challenges in meeting each objective

III. Six month performance analysis which consists of quantitative summary of performance.
IV. Overall challenges encountered during the reporting period and actions taken. Issues
requiring management intervention should be highlighted.
V. Program budget utilization (under spent/over spent and the reasons for these)
VI. Priorities and planned activities for the next reporting period
VII. Other
a. Highlight major successes to be documented, if any
b. Changes made to the program /interventions (staffing, to program plan, budget etc)
c. Any other news
Each program will prepare a six month report for their program and submit it to the MERL
within 15 days of the end of the six month. The consolidated six month report will be compiled
by the MERL unit with support from program staff within 30 days of the end of the six month.
The following matrix shows the responsibilities at various levels in the production of the six
month report.
Annual Report
Each program or project at ENAB will submit an annual report at the end of the year. The annual
report is a cumulative report including comprehensive information on the accomplishments of
the year. The reporting format is similar to the bi-annual report format, but should capture
information from the entire year.
I. Executive summary
II. Major activities and accomplishments during the reporting period
a. Status of each objective (Has the objective been achieved, not achieved or
delayed);
b. Significant challenges in meeting each objective
III. Annual performance analysis. This is a quantitative summary of performance. Data
on indicators should be presented; at a minimum this should include the key indicators
and reasons for over and under achievement.
IV. Overall challenges encountered during the reporting period and actions taken. Issues
requiring management intervention should be highlighted.
V. Program budget utilization (under spent/overspent and the reasons for these)
VI. Priorities and planned activities for the next reporting period
VII. Other
a. Highlight major successes to be documented, if any
b. Changes made to the program (staffing, to program plan, budget etc)
c. Any other news
This report will be compiled on an annual basis by the MER with support from program staff.
Each program will prepare an annual report for their program and submit it to the MERL within
15 days of the end of the year. The report will be compiled and distributed within 45 days after
the end of each year before the annual organizational review meeting.

7.6. Learning
Learning is an essential component of strong organizations and projects. It directly builds on

onitoring and evaluation (M&E) and uses the findings from M&E activities to strengthen
program design and best practices. Learning is most successful when it:
Comes in the form of regular performance data learning reviews, i.e., scheduling and
holding periodic learning reviews with the technical team and partners to review
performance and discuss any changes in approach that may be necessary
Also occurs post-evaluation and includes action planning (course-correction if necessary)
Involves funders, project beneficiaries, and other stakeholders
MERL provides information on facts that, when accepted and internalized, become knowledge
that promotes learning. Learning must therefore be integrated into the overall programming cycle
through an effective feedback system. Information must be disseminated and available to
potential users. Effective dissemination is an ongoing process that begins when project is
formulated. To reach potential target audiences with the appropriate messages, a number of
forms of dissemination will usually be required, including:
A detailed report with complete statistical and case study analysis: This report serves as a
technical foundation for preparing other dissemination materials
Briefing materials for the press or other mass media: should avoid all technical language.
Each press release or briefing should focus on only one or two key findings and their
implications so as not to confuse the reader.
One and two-page policy briefs: should discuss not more than two aspects of the findings,
assess the implications, and provide recommendations regarding actions they might take
to influence interventions positively. Separate briefs will often be necessary for different
groups of policy makers or community leaders so that the material can be made directly
relevant to them.
Consultations with key informants
Basic field visit reports
Project monitoring data
Beneficiary feedback mechanisms (like community scorecards, social audits, etc.)
Close monitoring of news and social media

APPENDICES
Annex 1. Elements of an M&E Plan
• Brief description of the project/intervention/strategy/strategic plan/policy:

• Includes goal(s), purposes, and objectives/results of the project; sometimes goals a nd
purposes may be omitted
• Implementation responsibility
• Dates/duration of implementation
• Geographic focus
• Resources to be used
• Brief history of PME plan development—helps to define shared vision
(internal/external), as well as the source and extent of interest/commitment
• Development of M&E framework (log frame, results, conceptual, which will show
primary components, levels and units of action, causal sequence, and component-related
indicators
• Development of the indicator
• Data management system
• Selection of evaluation design
• Dissemination and utilization plan
• Adjustments to M&E plan—changes can occur, affecting the original M&E plan for both
performance monitoring and impact evaluation; the M&E plan is a living document and needs
to be updated/adjusted when a project/program/intervention etc. is modified
• M&E budget—in most cases, the M&E budget takes 5 10% of total project costs, which
needs to be provided for during the planning phase so that adequate funds are available for the
implementation of the plan
• Annexes which may contain M&E plan matrix, performance monitoring plan (PMP),
performance indicator reference sheets (PIRS) and project data flow chart.

Annex 2. Success Story Reporting Template
The following template, taken from PEPFAR, is provided as a guideline when drafting success
stories.
I. Headline: [Required]
• What is the title of the story?
II. Pull Quote: [Optional]
• Pull out an interesting quote or fact from the story.
III. Story: [Required]
• Success stories should focus on specific activities that have been carried out by one or a
combination of the seven USG agencies that implement PEPFAR. These vignettes
should describe activities that have already happened or are ongoing; please do not
describe planned activities or expected results.
IV. JPG Image: [Optional]
• Please upload a high-resolution, JPG photo. For tracking purposes, please use the same
file name for the word document and corresponding JPG photo. If possible, please
include the JPG file of the photo, rather than pasting the photo in a Word document.

Annex 3. Project Proposal Contents
• Introduction and Background of the project

• Key Challenges to be tackled
• The Project Overview
o project location and site
o project duration
o target group and beneficiaries
o Project goal and objectives
o Project activities
o Project budget
• Key Result areas, Strategies and Approach
• The project (Logical) Framework
• Critical Cross Cutting Areas
• Project Sustainability and phase out strategy
• Monitoring and Evaluation
• Implementation and Staffing Plan
• Project Budget and Cost Breakdowns
• Performance Monitoring Plan

Annex 4. MSC- Sample Story Collection Format
ENAB would like to capture stories of significant change that may have resulted from their work
with children/girls with disability vulnerable to sexual abuse/ exploitation in XX area. This will
help us to improve what we are doing, enable us to celebrate the successes together as well as
being accountable to our funders. The stories and information collected from these interviews
will be used for the following purposes:
• To explore what Coordinators and Facilitators together with mothers /girls in ENAB
project have achieved already
• To help Facilitators and Coordinators understand what people in ENAB’s operational

areas value most
• To acknowledge and publicize what has already been achieved.
Confidentiality:
We may like to use your stories for reporting to our funders, government partners or sharing
with other people interested in the program
Do you, (the storyteller):
• Want to have your name on the story (tick one) Yes 5 No 5
• Consent to us using your story for publication (tick one) Yes 5 No 5
Contact Details
Name of storyteller*_______________________________________
Address: Region___________ Zone_____________ Branch/City_______________
Date /month / Year of recording______ ________ ____________
Name of person recording story_____________________ Position ________________
* (If they wish to remain anonymous, don’t record their name or contact details – just write
member of SHG, school clubs or girls groups or some similar description.)

MSC Questions
1. Tell me how you (the storyteller) first became involved with ENAB and its programmes (i.e.
SHG, FGM, Girls school club, etc,) and what your current involvement is
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. From your point of view, tell me a story that describes the most significant changes, over the
last one year (in terms of improvements in the quality of your life and the progress made by
your group) due to the project run by ENAB in which you are involved. What actually
happened? Where? When?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Are there any other significant changes not directly related with ENAB’s program? What
actually happened? Where? When?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How specifically has the work of ENAB staff and coordinators contributed to the significant
change you just described?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. What are your individual plans for the future? Where do you go from here?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________
- End-

Annex 5. Consent Form
Instructions
1. Informed consent is the process where a person understands:
Why an image, video, information is being taken
How it will be used
How long it will be used for
Who to contact if they change their mind
2. Always ask permission before you take a picture, information and/or video ask the child or
person!
3. If an image is taken of a child a parent must also sign the form as the parent is the legal
guardian. If the child does not have a parent, ask the child’s legal guardian (this could be a family
member) to counter sign.
Womankind is committed to ensuring its communications does not affect people either now
or in the future.
My name is.....................................................................................................................................
I am a Child (Under 18) I am an Adult (Over 18)
Someone has explained to me that ENAB tries to support Women and Children’s movements all over
world. They work with ........................................…… (name of partner) to help women and children
here in ............................................. (name of country).
Photo (Television, Print, Multimedia)

It is okay for to use my photo
It is not okay to use my photo
Video (Television, Print, Multimedia)

It is okay to use my video
It is not okay to use my video

Research (Print, Multimedia) It is okay to use my interview for
research
It is not okay to use my interview
for research

Case study (Television, Print, Radio, Multimedia)
It is okay to use my case study
It is not okay to use my case study
My words to be used in Womankind materials
Form of media I give Permission I do not give permission
Television
Print
Radio
Multimedia
Womankind to use my real name (All Children and Women at risk will be kept anonymous)
If you would rather us not use your real name, please tell us what you would like to be called
Form of media I give Permission I do not give permission
Television
Print
Radio
Multimedia
I know I can change my mind at any time and ask them to stop and not use my photos or an y
information about me. After 5 years, Womankind stop using the images and information they
have taken of me.
Signed: ……………………………………………………. Date:…………………….
Signed:…………………………………………………… (Parent/Guardian) Date:……….………….
ONE COPY TO BE KEPT BY GUARDIAN / PARENT/ CHILD
ONE COPY TO BE KEPT BY PARTNER
ORGANISATION & SHARED WITH WOMANKIND UPON RE

Annex 6. Field Monitoring Check List
Project Name: _____________________Region_________ Branch _________Site _______________
Mission Team Members

Name 1. __________________________ Position 1. __________________________
2. __________________________ 2. __________________________
3. __________________________ 3. __________________________
Date of the Visit: ______________

Quarter/Year covered by the visit ( From mm/year to -mm/year)______________ ______________
1 Project Status
1.1 What is the phase of the project?
1.2 Is the program on schedule? Programmatically and Financially?
1.3 What are the key Results? Plan Vs accomplishments? Unplanned results?
1.4 Unaccomplished targets? Why?
1.5 What are the constraints and challenges?/ internal –external/
2 Changes in context
2.1 Has the context changed due to any social, political, economic or environmental factors? What are the changes?
2.2 How might identified changes affect (positively &/or adversely) the program implementation and set targets?
3 Data on target population

3.1 Who are being reached? Where and how?
3.2 Is this according to objectives & strategies?
3.3 Are there any eligible groups being overlooked? Which ones & why?
4 Program rationale, implementation & quality assurance

4.1 Is the project still relevant, meeting a critical need ENAB’s clients?
4.2 Is the project effective and efficient? (appropriate targeting, timely delivery of services, cost-effectiveness, etc.)
4.5 Is the project accepted? Has it caused any tensions or problems at the local / Branch or Regional level? Among
other develoment agencies? If so, why?

4.6 Is the project consistent with ENAB’s Mission and strategic plan?
4.7 Is it coherent with national/regional/local develoment policies & priorities?

5 Stakeholder Participation
5.1 Are the project clients( Women & girls in particular ) involved in project activities to the greatest extent
possible? At which level of the participation ladder are they?
5.2 Where is the evidence of effective participation?
5.3 Is there a sense of program ownership within the community? How do they feel about the project?
5.4 How is the project sensitivity to gender issues demonstrated practically on the ground?( please give concrete
examples)
5.5 What suggestions do partners and client community groups have to improve ENAB’s program reach and
effectiveness?
6. Work Organization
6.1 How is the project work organized and coordinated? Are roles clear?
6.2 How efficently are resources (human,material,financial) utilized?
6.3 How is informatiotion and communication organized within the project team?
6.4 How effective and effecient is the decision making process within the project team?
7 Sustainability
7.1 What practical measures are taken by the project on the ground to ensure sustainability of best pr actices and
benefits of the project?
7.2 What are the structures, systems and processes put in place and/or in the making, to ensure continuation
beyond the project support? Exist strategy?
8 Coordination and Networking

8.1 Is information being readily shared among all relevant stake holders? Including Branch line offices? Are there
any coordination and networking problems?
8.2 Are key partners regularly informed about the project? Do they get reports? Are they involved in project
monitoring? Are they motivated to support the project in addressing its challenges? Is there resistance from

some quarters? In which areas? Why?
9 General observations & learning points
9.1 Given the information above, is the project well on track? Does it face any uncertainties / risks?
9.2 Organizational learning Points . in terms of what went well ( best practices) and did not go well ( mistakes made)
where? By whom?why-contributing factors ?
9.3 Success stories ( SHGs and partners , project staff etc- –use MSC data-if any
10 Recommendations for follow up action and management decision ( What needs to be done ? When?
Where? by Whom? etc ( please indicate level of urgency of proposed measures to be taken by ENAB’s management )
10.1 Program
10.2 Organization
10.3 Finance
10.4 Context

Annex 7. Data Quality Assessment Template for Outcome Indicators
Note: the following table is used to complete ENAB’s informal Data Quality assessment for outcome level
indicators using the 5 data quality standards.
Name of Implementing Partner: ____________________________________
Name of Intermediate Result:

_____________________________________________________________________________
Name of Indicator:
_____________________________________________________________________________________________
___
Criterion Definition Yes No Further Comments Notes

Is there a direct relationship between the
activity and what is being measured?
Is the data disaggregated appropriately?
Are the people who are collecting data
qualified and properly supervised?
Are steps taken to correct known data errors?
Were known data collection problems
appropriately assessed?
Are steps being taken to limit transcription
Validity errors?
Does the data clearly and adequately
represent the intended result? Take into
account the following:
-Face Validity: Would an
outsider/expert in the field agree
that the indicator is a valid and
logical measure for the stated result?
-Attribution: Does the indicator
measure the contribution of your
project?
-Measurement Error: Are there any
measurement errors that could
affect the data? Both sampling and
non-sampling errors should be
reviewed.
Is a consistent data collection process used Note: This criterion
from year-to-year, data source-to-data requires the reviewer to
source? ensure that the
indicator definition is
Are there written procedures in place for

Criterion Definition Yes No Further Comments Notes
Reliability periodic review of data collection and operationally precise
maintenance? (i.e. it clearly defines
Does the data reflect stable and consistent the exact data to be
data collection processes and analysis collected) and to verify
that the data is, in fact,
methods over time?
collected according to
that standard definition
consistently over time.
Is data sufficiently precise to present a fair
Precision picture of performance and enable
management decision-making at the
appropriate levels?
Is there a method for detecting duplicate
data?
Is there a method for detecting missing data?
Does the data collected, analyzed and Note: This criterion
reported have established mechanisms in requires the reviewer to
place to reduce manipulation/simple errors in understand what
transcription? mechanisms are in
Integrity
Are there proper safeguards in place to place to reduce the
prevent unauthorized changes to the data? possibility of
manipulation or
Is there a need for an independent review of transcription error.
results reported?
Is data timely enough to influence
management decision-making (i.e. in terms of
Timeliness frequency and currency)?
Is a regularized schedule of data collection in
place to meet program management needs?
Is data properly stored and readily available?

(Adapted from USAID)

Rating for each Criterionand Overall Rating
Criteria Acceptable Acceptable with Further Not Acceptable
Corrections
Validity
Reliability
Precision
Integrity
Timeliness
OVERALL RATING FOR 5
CRITERIA
A Summary of Key Issues and Recommendations:
Key Issues:
Key Recommendations:
Prepared by (Name and Signature):_______________________________________ Date:

_____________________ Function:_______________________________
Approved by(Name and Signature):_______________________________________
Date:_____________________ Function:_______________________________

Annex 8. Project Performance Report Form
I. Background
a. Project goal, objectives and result indicators

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
b. Project components ,target groups and location
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
c. A description of the main priority areas for the reporting period , and the assessment
method qualitative and quantitative /field visits, surveys , focus group, MSC etc/ used
to measure results
________________________________________________________________________
________________________________________________________________________
________________________________________________
II. Activities and Results

Activities – For each project objective (Processes and Inputs)
________________________________________________________________________
________________________________________________________________________
________________________________________________
Services delivered by components and no of target groups reached ( output )
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________
How clients and partners are using the project output i.e, benefits, success stories (
SHG and Girls groups level Results: Outcome )
________________________________________________________________________
________________________________________________________________________
________________________________________________

Impact –if any ( long term effect of the results on project goal and system wide changes
– eg. A new opportunity created as a result of project work with SHGs and changes
affecting their livelihood
________________________________________________________________________
________________________________________________________________________
________________________________________________
III. Internal project organization activities and results ( staffing, transfer, develoment visitors,
etc)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
IV. Tracking of changes in the project context/ if any / New laws, rules and regulations , changes
in the partner and network/alliance systems
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
V. Financial Expenditure and summary of cost-effectiveness (as per ENAB’s financial procedures)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
VI. Constraints / challenges and adjustments made in response

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________
VII. Learning points , Next steps and recommendations for action
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________

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Ethiopian National

Association of the Blind

Monitoring, Evaluation, Accountability and

ENAB MEAL Mannual Page 1

ENAB MEAL Mannual Page 2

ENAB MEAL Mannual Page 3

FGD Focus Group Discussion

ENAB MEAL Mannual Page 4

ENAB MEAL Mannual Page 5

ENAB MEAL Mannual Page 6

ENAB MEAL Mannual Page 7

ENAB MEAL Mannual Page 8

ENAB MEAL Mannual Page 9

1.4 Core Values

1.5 Purpose of the MERL Manual

ENAB MEAL Mannual Page 10

1.6 Using the Manual

ENAB MEAL Mannual Page 11

2.1. Total Organization Approach (TOA) to MEAL

2.2. Participatory monitoring & evaluation (PM&E)

2.4. Programme MEAL

ENAB MEAL Mannual Page 13

Key MEAL questions that need to be answered here ;

ENAB MEAL Mannual Page 14

To improve PWDs enrolment, and retention in primary

Output (1) Trained teachers on inclusive education

Staff, Financial resources, tools

ENAB MEAL Mannual Page 15

Key questions to be addressed on this level of MEAL include the following.

2.6. Financial MEAL

Financial monitoring helps to establish accountability and transparency in financial resource

Questions at this level of MEAL work include;

ENAB MEAL Mannual Page 18

3.2. Using Cause and Effect Logic in Project Design

ENAB MEAL Mannual Page 19

Problems are selected based primarily on such criteria as:

ENAB MEAL Mannual Page 20

3.3. Problem Analysis tool

ENAB MEAL Mannual Page 21

Figure 2: Fishbone analysis

ENAB MEAL Mannual Page 22

ENAB MEAL Mannual Page 23

4.2. Establishing SMART Goals and Objectives

A SMART goal clearly:

ENAB MEAL Mannual Page 24

Vague goal: to improve the livelihoods and increase the incomes of

4.3. Logical Frameworks

The log frame matrix summarizes:

ENAB MEAL Mannual Page 25

Means of Assumptions and Risks

ENAB MEAL Mannual Page 26

4.4. How to check the M&E Elements in a Logical Framework

Check the following conditions:

4.5. How to check the Design Logic in a Logical Framework

ENAB MEAL Mannual Page 27

TOCs can be used for several reasons within a project:

ENAB MEAL Mannual Page 28

 What are Indicators and Targets

An indicator is a variable, measure or criterion that measures one aspect of a program/project.

 Types of indicators

Example of indictor level

 Indicator components

ENAB MEAL Mannual Page 30