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close this bookFunctional Adult Literacy (FAL) - Training Manual (DVV, UNICEF; 1996; 106 pages)
View the documentAcknowledgment
View the documentForeword
Open this folder and view contentsIntroduction
Open this folder and view contentsUnit One: Functional Adult Literacy and Its Implications
Open this folder and view contentsUnit Two: Facilitating Adult Learning
Open this folder and view contentsUnit Three: Facilitating FAL Classes
Open this folder and view contentsUnit Four: Organising and Managing FAL Programmes
Open this folder and view contentsUnit Five: Integrating Functional Adult Literacy in other Development Programmes
close this folderUnit Six: Monitoring and Evaluating Functional Adult Literacy Programmes
View the document6.1 Information Collection, Use and Storage
View the document6.2 Introduction to Monitoring and Evaluation
View the document6.3 Monitoring FAL Programmes.
View the document6.4 Evaluating FAL Programmes
View the documentAnnex 1 - Sample Lesson Plan for Luganda Learners
View the documentAnnex 2 - Sample Lesson Plan for Runyankore/Rukiga
View the documentAnnex 3 - Sample Lesson Plan for Lusoga
 

6.2 Introduction to Monitoring and Evaluation

a) Introduction:

This unit is intended to enable the participants acquire the necessary knowledge and skills which they can use to facilitate other key actors monitor and evaluate the FAL programme.

b) Objectives:

By the end of the session, the participants should be able to:

 

• explain the meaning of monitoring and evaluation.
• state the reasons for monitoring and evaluation.

c) Time: 1 hour 10 minutes.

d) Learning Aids: newsprint, cards, markers, masking tape, or blackboard and chalk.

e) Procedure and Learning Points:

Step 1: Brainstorming session.

Facilitator asks participants to write down what they understand by the terms “Monitoring” and “Evaluation”.

[25 min.] Participants responses are presented and discussed. Facilitator introduces his/her input which is compared with participants’ responses. Key ideas are emphasized.

Possible Responses:

Monitoring:

 

a continuous follow-up of the progress of a piece of work.

Evaluation:

 

periodic assessment of the impact a project or programme under review has made in relation to its set objectives.

Step 2: Group work.

[45 min.] Participants form groups of 5-7 persons and facilitator assigns them the following tasks:

 

a) What are the reasons for which monitoring is done?
b) What are the reasons for which evaluation is done?

Participants’ responses are put on newsprint or cards or blackboard, followed by discussion.
Facilitator’s input is compared with participants’ presentations.

a) Possible reasons for Monitoring:

 

• to establish the trend (of performance).
• to determine how resources are being utilised.
• to collect information useful in implementation and decision-making.
• to check on the relevance of a programme/activity.
• to take corrective measures early enough.
• to share and gain experiences on the improvements.

b) Possible reasons for Evaluation:

 

• to determine the impact of a programme/activity.
• to determine the efficiency and effectiveness of programme/activity.
• to find out the extent to which the set objectives are being met.
• to assess the relevance of a programme/activity.
• to make use of the experiences gained.
• it allows innovation to take place.

Wrap-up:

Monitoring and evaluation are key activities in the life of any programme or activity. A continuous check on any activity to determine progress or lack of progress is necessary whereas periodically an assessment of performance in relation to objectives is important particularly for knowing impact.

f) Assessment:

Facilitator asks participants to point out the importance of monitoring and evaluation to their activities.

g) Follow-up:

Participants to work out the meaning of the two concepts, monitoring and evaluation, in their own local language(s).

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