Monitoring and evaluation manual free download.On target: a guide for monitoring and evaluating community-based projects

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Juha I Uitto , Peter H. Pamela Sammons. Felisa Tibbitts. Elena Aldasoro. Melanie Ehren. Michaela Hynie. Vathsala Stone , Joseph Lane. Afrianto Daud. Alan Ruby , Daniel Kent. Scott Reeves. Imre Veeneman , Celina Del Felice.

Olga Strietska-Ilina. Mashapa Richard. Shiny Saha , Shraddha Chigateri. Szeto YJ. Michael Mascia. Contemporary Concepts in Physical Planning Vol. Olusegun Falola. Koutra Kleio. Marco Segone , Florencia Tateossian , M. Teresa Raon. Jo Rycroft-Malone , Steven Ariss. Gilbert Valverde. Patricio Acosta Rodriguez. Leela Damodaran. Mohamed meri Meri. Log in with Facebook Log in with Google. Remember me on this computer. Enter the email address you signed up with and we'll email you a reset link.

Need an account? Click here to sign up. Download Free PDF. Joel Babalola. Related Papers. Education for health … Position paper on problem-based learning. Sixsmith, J. Dublin: National Advisory Committee on Drugs. Reducing exclusions and improving attainment — how can that be? Evidence from a United Kingdom secondary school. New York: American Management Association. Mention five major differences between monitoring and evaluation? Measure the progress 3. Charmers, J Managing Projects.

How to plan, implement and achieve specific objectives. Explain the c Aesthetic judgments taste, differences between a texture, colour, size, shape, etc. Reading Every 6 Trs 6 mthly proficiency reading test score score tests in months Trs among scores for all : 47 : 57 National report children in studs in Pry 6 Assess Pry 6.

Formal Approaches 2. Informal Approaches 1. Governmental framework 1. Validation B entails checking or verifying whether or not the reported progress is accurate A 3. Mention the 1. Beyond Outputs: Pathways to symmetrical evaluations of university sustainable development partnerships. School self-evaluation for school improvement: What works and why? Results based Monitoring and Evaluation manual. Implementation Science Modeling technology innovation: How science, engineering, and industry methods can combine to generate beneficial socioeconomic impacts.

UNESCO would like to acknowledge and thank particularly Julie Smith for her cartoons, which humorously highlight the spirit and dedication required in assuring we learn and address key issues of development concern. Their excellent work is widely accessible on the World Wide Web www. Demonstrating the extent to which a project has been able to meet its planned objectives helps ensure that resources are used as effectively, effi ciently and appropriately as possible.

The programme logic model is put forward as an example of this. This publication has grown out of work supporting a range of vocational and entrepreneurial skills development projects undertaken through non-formal education in Africa, South Asia, the Caribbean and Latin America. Central to all of the projects within this programme are the creative and innovative methods used to communicate in a meaningful way, to engage people and to encourage participation.

The projects all focus on capacity building, empowerment and creating learning opportunities. The projects are all located in areas of considerable fi nancial deprivation, where infrastructural support is limited and communities and individuals fi nd it hard to escape from the downward spiral of poverty and social exclusion.

However, what characterises all these projects is their capacity for innovation and their motivation and courage to move forward, constantly striving to refl ect on and learn from their experiences.

It is our hope that this guide will help provide support and techniques to formalise and entrench the monitoring and evaluation process, enabling community-based projects both to demonstrate success and improve the effectiveness of interventions.

It is hoped that the guide will help project staff to see that when thorough planning, monitoring and evaluation is undertaken and the communities are fully involved in this process, the quality and appropriateness of the end product is enhanced.

Whilst this guide has been developed based on the experience of and lessons learned from a specifi c programme of projects focused on sustainable livelihoods and aspects of health education, much of the content is generic and will thus be applicable to a wide range of community initiatives.

This guide is intended primarily to be used by those setting up, planning or working with community development projects. The UNESCO supported projects, which were the driving force behind the creation of this publication, aimed to raise the quality of life of marginalised populations through education, poverty reduction and building sustainable livelihoods.

The lessons learned from this work have application for a wider range of projects and settings. Putting research in context 1. First, a defi nition of the terms monitoring and evaluation: For the purposes of this guide monitoring relates to the ongoing review and collection of data, which will help to determine whether anticipated outcomes are being met.

Monitoring is an essential part of evaluation and data collected feeds into the more overarching process of evaluation. Evaluation thus refers to the systematic collection of information conducted during or after a project in order to make judgments about effectiveness against anticipated outcomes and to help inform decisions about future interventions. Monitoring and evaluation efforts assist in determining whether a programme has achieved its intended outcomes, so that we can be accountable for the money we spend and make the most effective use of our resources.

Although evaluations have traditionally been required by funders to ensure that money is well spent, the challenge remains to ensure 1. A review of the research components of all of the projects comprised concluded that research should be an integral part of project design and that more training and expertise was needed by most projects in relation to developing research design and technique.

The use of frameworks such as the programme logic model helps to provide step- by-step guidance on project planning. In so doing it not only helps clarify project activities and the thinking and assumptions on which projects are based, but also facilitates and enhances the evaluation process.

It is anticipated that each section can be printed or photocopied for wider distribution, as required. Community initiatives are not easy to evaluate! There is no straightforward, conclusive technique that can be taken from a text book and adapted for use on each project site. Project staff need to be innovative, to apply common sense and use their knowledge of the supporting population, the environment, the political and cultural context, to ensure that the right questions are asked in the right way.

Community initiatives tend to be made up of complex multiple interventions, taking place at many different levels, often designed to bring about different outcomes. There is typically a mix of strategies, aimed at both individual and community level. The initiatives employed range from trying to change individual behaviour that both project staff and the supporting population recognise the value of ongoing monitoring and evaluation and use it to improve the effectiveness and quality of their programmes.

Monitoring should be carried out on an ongoing basis to ensure that the aims and objectives of the project are being met and to readjust programming based on lessons learned to date. Internal evaluations are important not only to measure effectiveness, effi ciency and project progress but also to help develop project ownership on the part of both project staff and the benefi ciary groups.

External evaluation, whilst costly, and most of the time therefore prohibitive to small community ventures, nonetheless offers a degree of independent scrutiny which may, on occasion, be appropriate. The use of theoretical frameworks and models has sought to provide greater rigour regarding the way in which different variables are collected and interpreted.

At the same time, new thinking around evaluation increasingly recognises the multiplicity of interactions that take place within most community settings and challenges the more simplistic linear relationship between cause and effect. Given the complex way in which most interventions are conducted, the questions that have to be asked to fi nd out whether or not these interventions are effective need to be well constructed and tested. It is important to be aware of the fact that outcomes are not always anticipated and may be benefi cial or detrimental to the community.

Those involved in project monitoring and evaluation must have the courage and conviction to highlight both positive and negative project outcomes. There are many different techniques and methods used to evaluate programmes. It is this diversity that makes evaluation such a powerful tool. Evaluators can call on any combination of stances to add depth and quality to the evaluation.

Sophisticated and costly designs can be a waste of resources if the question can be answered by simpler means. Evaluators dealing with overly-complicated tools that they do not understand will not produce results that are useful and valid. The evaluation of most community interventions will benefi t from employing a range of research techniques to evaluate the project at distinct stages. WHO Evaluation in health promotion. Principles and perspectives Edited by Rootman, I.

It is an increasingly popular methodology, not only because it is cost effective, making use of local skills and resources, but also because it forces people to examine their assumptions about what constitutes progress, facing up to the confl icts and contradictions that can emerge. The resulting data and analysis is felt to be more in tune with the views and aspirations of those directly affected.

It is about radically rethinking who initiates and undertakes the process, and who learns or benefi ts from the fi ndings. Quantitative research, employing questionnaire surveys and large scale data collection, tends to be inappropriate in this type of scenario.

An alternative research paradigm is to involve the benefi ciaries as social actors in their own development. The people with whom the project is working can be regularly involved in the assessment of factors such as behavioural change and empowerment in their communities. When planning a programme, it can be useful to work within a structured model or framework.

Frameworks are basically planning tools, which can be used to help shape the thinking and structure behind project planning and evaluation.

They help create and clarify project theories, assumptions and activities - thus ensuring that the evaluation process is more effective, transparent and straightforward. The more complicated the tools and methods employed, the more likely they are to fail sections 5 and 6. Where technical capacity is not adequate, training and technical assistance need to be part of the programme design section 6.

Monitoring of programmes needs to be conducted in a transparent way and data should be locally driven and locally owned sections This is represented in the fi gure below.

The Project Cycle When thinking about monitoring and evaluating a project, it is crucial that there is commitment to feeding results back into the project cycle and using the learning to shape, adapt and improve project work in the future.

Feedback and learning should occur all the way through the project. This is represented by multi-directional arrows in the diagram above. This guide does not set out to provide a comprehensive list of potential sources of funding.

However, as a fi rst step it may be worth browsing the internet and agency websites as well as consulting key players in local government, community groups, national and international agencies. In some cases, it may be appropriate to secure funding for the needs assessment prior to applying for a larger pot of money for the actual intervention.

Feeding back learning to improve project effectiveness Implementing and monitoring the project Evaluating the project Planning the project Assessing needs19 2 2. In planning the needs assessment, care is required to include different stakeholders and different interest groups within the community.

As far as possible, care should be taken to ensure that the views of the most vocal, or more powerful, members of the community will not dominate the discussion. Needs assessments also provide an early opportunity to involve the local community through a process of consultation. In doing this, it is important to assess community strengths.

If the community is cohesive, displaying high levels of integration and involvement, pre-existing networks will be worth tapping into. At this stage, a priority is to create a baseline from which change can be measured. These may be drawn from local clubs, associations, institutions e. The key stages involved are: i. Remember when doing this to be realistic.

In trying to secure funding it is tempting to be over-ambitious about what can be achieved — this can result in perceptions of failure later, whilst much positive and benefi cial work is missed because inappropriate targets have been set see section 5. Indicators For each of these outcomes, identify appropriate indicators which can be used to demonstrate whether or not these outcomes have been met see section 5.

Evaluation methods? Identify strategies to ensure that the project is subject to continuous evaluation and scrutiny see sections 5 and 6. Who will conduct the research? Decide who will conduct the research — it may be appropriate that different groups of people carry out different bits of research, i.

Think about how the community will be involved in the analysis. Research tools Identify appropriate research tools which can be used to collect necessary data see section 6. Evaluation Checklist Go through the evaluation checklist, found at the end of this section, ensuring that each point has been covered. Prioritise Prioritise and be realistic. Make sure that whatever you do has a value and a purpose and that the reasons for the research are clearly understood by project staff.

Are you treating people with respect? This may include considerations of protecting the confi dentiality and anonymity of responses. Are you being realistic? This may be particularly important with internal evaluations — i. How much political power is being wielded? Summary: Evaluation good practice checklist Why Bother? Methods — Is the evaluation participatory?

Be clear why! The model provides a planning framework, highlighting how the programme is expected to develop and in what order to stage activities, and looks at how desired outcomes are achieved. It includes an analysis of the inputs necessary to get the project up and running and also provides an opportunity to help develop indicators used to monitor the progress of the project towards anticipated goals and outcomes. Typical components of a programme logic model are shown in the diagram below.

Time Line When does each stage of the evaluation need to happen? The logic model should help everyone involved in the project particularly project staff and concerned populations to understand the anticipated mechanisms for bringing about change. There are many benefi ts of using such a system, extending beyond the development of a coherent research framework.

Once the project is underway, the model can be used as an ongoing tool to ensure activities are on-target and to make necessary modifi cations. This will include project staff, funders, representatives of the concerned community and other key players in local community infrastructure.

This early approach to joint working should help establish productive working relationships and shared understanding among the different stakeholders.

Moreover, it promotes a shared vision and understanding of the underlying theories and assumptions of the project. This stage is also a good opportunity to clarify key defi nitions which are open to confusion and misinterpretation such as empowerment and participation. Individual parts can be broken down into activities and linked to outcomes which can be assessed separately; charting progress towards interim and long-term outcomes.

In this way robust mechanisms for measuring outcomes are developed. What happens? What works? For whom? It should allow the team to identify the obstacles preventing the project from working optimally. It is also a chance for the team to assess how easy it will be for them to measure the indicators they have selected. Moreover, the process should help identify ways to measure more intangible interim outcomes e. The progress of more complex initiatives can thus be charted and improvements made along the way, based on new and emerging information.

Are your project assumptions correct? If a sex worker, for example, is likely to lose her customer by insisting on the use of condoms, this will create a disincentive to adopting safe behaviours and will weigh heavily in any cost-benefi t analysis.

High levels of self-esteem, on the other hand, constitute one factor that may improve the chances of successful negotiation around condom use. In the context of a drugs programme, it is apparent that drug use results from a complex interaction of social, cultural, psychological and economic factors.

The sense of allegiance and camaraderie afforded by membership in the drug taking group may, in the short-term, be more important to some young people than the longer-term negative impact on health. To be most effective, projects must be aware of all the factors that infl uence human behaviour. In this way, changes are more likely to be built on consensus building, following an open, transparent process — and less on personalities, politics and ideology.

A stronger sense of project ownership is thus fostered amongst stakeholders. Logic models come in all shapes and sizes and are developed according to the particular needs of each individual project. Some models begin with very basic structural links between project components but grow over time in line with project development and the creative insight of the project team.

They should be represented in one pictorial diagram in order to give an overall vision of the links between the different components and processes, which form the whole project.

See section 3 for defi nitions of these terms. The model may include limited directional arrows to illustrate connections and relationships. It may include numbered lists to show order within a column or to indicate rows of connections across the columns. Other logic models use boxes, with lines and arrows connecting the boxes to illustrate the causal linkages.

Some logic models use circles and other shapes. Some community groups have used metaphors such as oysters, trees, footprints, and octopuses. Some logic models are simple; others are complex.

In an effort to simplify and communicate using one page, you can produce logic models that abbreviate programme complexities. Most importantly, the logic model must be clear and comprehensive to those who will use it. To capture the programme theory, the logic model needs to show the linkages between and among elements.

A logic model is a tool for enhancing programme performance. Often the process of producing the logic model is more important than a polished end result. Thinking through the steps involved in the project, in a logical and systematic way, often helps to identify gaps be they structural, economic or theoretical. The purpose for which the logic model is to be used dictates the level of detail employed and the information included. When a logic model is used specifi cally for research purposes, it can be adapted to include more focus on outcomes.

The look and level of detail differs widely. Community-based practitioners who need to measure outcomes may wish to show greater detail in the outcome chain and streamline the input and output components. Probably more important than the fi nal image is the process undertaken to produce it.

It may link directly to improved levels of health and well-being refl ected in reduced levels of morbidity and mortality. Alternatively, it may focus on education or capacity- building: raising levels of education, training or wealth. Community projects tend to be based on a number of core values e.

It may be interesting to discuss the key obstacles to achieving your goal amongst your benefi ciary group. The exercise is important because it puts into perspective the huge number of variables that may have an impact on the project, helping to provide an understanding of the complexity of community interventions and of the limited impact that small scale interventions can have.

In order to monitor project effectiveness, it is essential to have clearly articulated aims and objectives. If the goal, for example, is to reduce incidence of HIV infection, the aims and objectives may relate to improved knowledge of modes of transmission, changing perceptions of HIV, reported behaviour change or enhanced self-confi dence. Alternatively the aims and objectives may relate simply to putting the infrastructure in place with which to attain longer term goals for the future providing buildings, training staff, etc.

Aims and objectives should relate directly to indicators discussed in section 5. It is important to clarify the role of funders from the very beginning. Have the funders imposed any specifi c obligations in relation to project activity, e. Are these requirements going to affect the timing of project activities? Outputs are what we do or what we offer.

They include workshops, services, conferences, community surveys, facilitation, in-house counselling, etc. Inputs are fl exible and will vary in style and content depending on the type of project being undertaken.

A drugs education project, for example, will need different types of inputs depending on whether it is based within formal settings schools, youth clubs or is targeted more loosely at street kids or transient populations immigrants or seasonal workers. It is impossible to single out any one input as more important than any other. However, one area is often overlooked due to pressures of more tangible project activities: the building and maintenance of strong and appropriate partnerships.

Partners may include local organizations who relate directly or indirectly to project activity, service providers, funders national and international , government and client groups. These include time, people staff, volunteers, benefi ciaries if involved , the community, money, materials, equipment, partnerships, research base, and technology, among other things.

Examples include changes in knowledge; skill development; changes in behaviour, capacities or decision-making; and policy development. Outcomes can be short-term, medium-term or longer-term achievements.

Outcomes may be positive, negative, neutral, intended or unintended, and they can be measured throughout the project lifecycle. Impact in this model refers to the ultimate consequences or effects of the programme.

For example, increased economic security, reduced rates of teenage smoking or improved air quality. Impact is synonymous here with the long-term outcome of your goal. It is at the farthest right on the logic model graphic. Impact refers to the ultimate, longer-term changes in social, economic, civic or environmental conditions. In common usage impact and outcomes are often used interchangeably. It is important when considering impacts to look not only at intended, but also unintended impacts.

An example of this may be found in gender-based projects where the focus is on raising self-esteem and improving livelihood opportunities for women. Long-term impacts will relate to the improved economic and social status of the women. The ramifi cations of empowering and strengthening the position of women may be signifi cant in terms of readdressing the balance of power and status within the household, which may in turn challenge local assumptions of the status quo. In one UNESCO-funded project in South Asia, poor young women were empowered to such an extent that they began to assert the right to choose their own husband and were subsequently ostracised for fl outing long established codes of behaviour.

Assumptions go towards creating underlying beliefs about how the project will work; they are validated with research and experience.

Assumptions underlie and infl uence the programme decisions we make. In developing a logic model, we want to make explicit all the implicit assumptions we are making.

They may not all be portrayed in the one-page graphic, but we do want to explore and discuss them. Think about and clarify your assumptions on all dimensions in your logic model. What do you know?

What are you assuming? Continue to check and clarify them as you proceed. Faulty or overlooked assumptions are often the reason for poor results. It may help to build a refl ection cycle into the process. Connections may be vertical and horizontal, one-direction or two-directional and show feedback loops. It is the linkages - not just what is labelled as input, output, or outcome - that give the model its power. Drawing the connections is often messy and time-consuming but necessary.

Sometimes we simplify and only include the primary linkages; otherwise the logic model may become too diffi cult to read. In the end, the fi nal outcome theoretically links back to the beginning. By project completion it is anticipated that the starting point will have been transformed. The large feedback arrow at the top right of the logic model is an attempt to illustrate this connection and the dynamics of programming. Some people like to show the circular fl ow of a logic model that explicitly connects the end to the beginning.

In actuality, programme environments are dynamic and constantly changing so the beginning rarely stays the same. When developing a logic model, think about the underlying assumptions, i. Are the assumptions made realistic and sound? What evidence or research do you have to support your assumptions? Outputs relate to what we do. Outcomes and impact refer to what difference is made. Recording outputs helps inform clients, funders and community partners about the nature of project activity.

Most projects do a reasonable job of describing and counting activities and the number of people served. A programme is affected by and affects external factors. These include for example: cultural milieu, climate, economic structure, housing patterns, demographic patterns, political environment, background and experience of programme participants, media infl uence, changing policies and priorities.

All of these may have a major infl uence on the achievement of outcomes. Conversely, a successful project with the promise of building sustainable livelihoods for the most vulnerable may encourage more people to migrate into the local area, perhaps putting more strain on project resources.

A refl ection cycle, as mentioned above 3. In these models, outputs are typically designated as the accomplishment or product of the activity. For example, the number of workshops actually delivered or the number of individuals who heard the media message. The assumption is that the activity needs to be delivered as intended before the expected outcomes can occur. A logic model shows the series of connections or logical relationships that are expected to lead to desired results over time.

The model is primarily a framework or planning tool — however, there are a number of logical assumptions within the framework which are the theoretical basis of project work. For example, as long as a drugs workshop is well planned, structured and targeted your assumptions , an increased level of knowledge about drugs at the end of a performance is not an unrealistic expectation.

More tenuous however are the medium and long-term anticipated outcomes that educational workshops will lead to changes in behaviour or indeed an improved health and economic position. There are many more external factors that come into play and these could be shown as arrows coming off the logic model. For example, external factors which may act as an obstruction to individuals in adopting safer drug related behaviours may include Examples of factors which may infl uence drug taking behaviour Building up the connections in this way, showing factors which may infl uence outcomes many of which may be outside immediate project control , helps to place the project within a realistic context.

Drug taking behaviour Ease of access to drugs Access to other social and leisure activities Behaviour of peers Level of social support Level of knowledge Low self esteem37 Notes Who will use it and for what?

For example, a number of puppet shows running alongside the distribution of leafl ets and community outreach work carried out over a number of months. Step 4: Understand the situation The information needed for this step can be obtained from the needs assessment described in section 2. Step 5: Write a situation statement This statement will form the foundation of your logic model. What causes the problem? Logic model development is a process. The best way to learn is to practice!

Leave your logic model in a visible place, perhaps stuck on a wall, where it can be altered and amended as the project develops. Change the model as the project dynamic begins to change and you learn more about your programme.

Getting Started Step 1: Determine the purpose of the logic model, who will use it and for what? To show your funders what you are doing? To complete a grant proposal? To determine a work plan? To evaluate your programme? To improve the quality of your work? To involve all stakeholders in a participatory process to build project understanding and commitment? Priority Setting From the situation statement comes priority setting. Once the situation and problem are fully analysed, priorities can be set.

Seldom can we undertake everything, so we have to prioritise. Several factors are pertinent here; these include your mission, values, resources, expertise, experience, history, what you know about the situation and what others are doing in relation to the problem.

Priorities lead to the identifi cation of desired inputs and outcomes. Who cares whether it is resolved or not? What research and experience do we have?

Having identifi ed the problem, you need to explore it in much more detail: — What are the perceived benefi ts of this behaviour?

Perceived benefi ts may include a sense of membership to a group, a good feeling from the drug. This will help to decide who has a stake in altering the behaviour and may therefore be willing to get involved in the programme. Data collection methods may include discussions with managers of similar programmes, review of published articles or evaluation reports, talking to other professionals, etc.

The situation statement can be appended to the logic model as text. It is good practice to include a few words on the far left side of the logic model. These words should capture the essence of the project. Too often, we design and implement programmes without fully considering and understanding the situation. The better we understand the situation and analyse the problem, the easier it is to develop effective logic models. The situation statement forms the basis of the rest of your work and provides the foundation from which the logic model is built.

The social context of the project is open to constant fl ux and change and so needs to be updated as appropriate. The situation statement establishes a baseline for comparison during project implementation and on programme completion.

A description of the problem and its symptoms provides a guideline against which to monitor project progress. Agree on a simple statement describing the ultimate end result that you are hoping to achieve.

This end result is the same as your goal. Spend time clarifying and agreeing on your long-term desired outcome. In order to achieve those outcomes what will your outputs be?

What inputs are needed? You can use the template below, or the version included in annex 4, to practice. Step 6: Explore the research and knowledge base The way you produce your model will depend on the stage of your project and your knowledge base.

It is most appropriate to use a programme logic model as a tool to help plan the project implementation, delivery and evaluation , although it can still be useful if introduced later in the project lifespan. Step 7: Now start to fi ll in the empty boxes How do you want things to be different at the end of the programme? Who must be reached for the short-term outcomes to be achieved?

What preconditions must be met for the medium term outcomes to be achieved? What preconditions must be met for the ultimate goal to be reached? What is the ultimate goal? Experiment and fi nd the process that works best for you and your group. This process is an iterative one that involves stakeholders working together to clarify underlying assumptions, expectations and the conditions under which success is most likely.

Remember, your primary stakeholders are the people targeted by the project. Other stakeholders may include staff, funders, local NGOs and related organizations, and local government. It may help to put a whole day or a couple of days aside and try to sit down with as many members of the project team and other interested parties as you can.

The process can be time consuming — but it is time well spent. Get a huge piece of paper, smaller pieces of paper for notes, lots of different colour marker pens, tape or other adhesive to attach lists and diagrams as your thinking develops. Draw a number of big circles across the page and label each circle with the key project components you wish to explore.

These may include: 1. As you think and discuss, annotate your diagram with the emerging information. The focus. How will you know whether aims and objectives have been met? The focus One of the greatest benefi ts of the logic model is that it clarifi es what the programme is.

When determining what to evaluate, ask yourself: What in particular do you want to evaluate? Is the focus of the evaluation the whole programme or a component of the programme? Perhaps you want to focus on the media campaign of your outreach programme or one particular target group. Programmes are often complex. You may have neither the resources nor the need to examine everything. Use the logic model to select the particular aspect, depth, component or parts you want to evaluate.

Logic models can help improve programme design so that evaluation is more useful and effective. Logic models can help determine what data will be useful and when data collection is most timely. A logic model encourages that thinking process to be undertaken.

The logic model describes your programme or initiative, what it is expected to achieve and how. Evaluation helps you know how well the programme or initiative actually works. How can you make this better? Think about how the evaluation can be integrated across your whole logic model as depicted above. How will you know it? What will you spend time and resources on? Answering a few questions well is better than answering many questions poorly.

The temptation is to think we need more and more data. It is important, however, to keep the evaluation focused and as simple as possible.

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