Monitoring and Evaluation

 Evaluate to monitor or monitor to evaluate?


Different M&E teams will monitor the whole cascade in collaboration with the different stakeholders at all levels. Each team will monitor its level.

The LRC team monitors the Model and Cluster schools in that District.

      (CEO, DEO, Pedagogical advisors)

The District team monitors the Model and Cluster School of that    District.

      (DEO, Pedagogical advisors, Principal Model School)

       Each Team visits the different schools after each marking period. Each team reports to the other one.

       The different teams meet three times in a year to have a look at the school results and the outcome of the monitoring and evaluation. According to the outcome trainings is planned.

       The outcomes are sent to the different schools so every school knows what happens in the other schools.

       The Principals of the Model Schools meet every trimester with the different Cluster Schools to discuss the outcomes and to decide on improving the program.

Each Team will perform the next tasks at each level:

1.        Meeting with the Principal

2.        Class room observation

3.        Assist a Teacher Group meeting

4.        Focal Group Discussion with pupils

5.        Focal Group Discussion with Parents

For each performance a tool will be prepared.

A School Year Monitoring plan

Marking Period

Team 1

Team 2






2 Teams





Principal meetings





2 Teams





Principal meetings





2 Teams





Principal meetings




Operational indicators

Academic indicators

Number of school visits conducted per marking period


Number of lesson observations conducted in a marking period


Number of Lesson Plans prepared and revised by TG


Number of Improvised Teaching Materials made for Lesson Study


Number of Facilitators and Principal Workshop conducted


Number of TG and cluster meetings


Number of reports written

Percentage of expressions on lesson plans written in the view of pupils/students


Percentage of lessons that define objectives clearly and attained them


Percentage of lessons that enabled pupils to find what the teacher wanted to teach


Percentage of lessons composed to teach scientific concept to pupils


Percentage of teachers’ questions in lessons classified to each level of Bloom’s Taxonomy of Educational Objectives


Data on pupils’ impressions on lessons


Monitoring Reports to be made on the Program at each level




Title of Report

Who will prepare?

To who submitted?

When is it prepared?

What are contents?

Where is it filed?

Cluster School Report



Model School

End of every Marking Period

Progress of the Monitoring, Evaluation


Model School Report

Teachers Principal

DEO office

End of every Marking Period

Progress of the Monitoring, Evaluation


District Report



 End of every Marking Period

Progress of the Monitoring, Evaluation


LRC Report

LRC Director

Headquarters and Donors

End of every Marking Period

Progress of the Monitoring, Evaluation



The Head Quarters will receive the reports of the nine counties and will make a global report after each marking period and send it to all the LRC.




Evaluation framework










To diagnose program background and assess needs


To assess what changes are possible


To ensure that the suggested changes are being carried out as intended, and to identify problems in implementation


To find out whether the instructional program or idea actually made a difference



Using methods such as classroom interviews, diagnostic tests, analysis of students’ written work


Using methods such as literature search, visits to exemplary programs, pilot trials, ideas from teachers in the field


Monitoring the change process, by observing and recording the activities that take place and both the expected and unexpected results


Measuring changes in performance compared with students’ work before the program began, including whether students have learned to transfer their knowledge to new problems. Measures can include interviews with participants, class tests, analysis of students’ written work

Decision Making


To provide a basis for deciding on what changes are needed


To find where there is most support for change and to find out which solutions are most feasible


To help in fine tuning the program, and also to provide data which can be used later to interpret the impact of the change


To decide whether the changes should be continued, terminated, or modified


Monitoring Tools

The next tools could be present at each level to monitor in an appropriate way the whole program:

1.        Implementation Monitoring Format ( IMF Operational Monitoring)

2.        Lesson Assessment Format (LAF Technical Monitoring)

3.        Questionnaires fro pupils on the perception of the lesson

4.        Questionnaires for teachers on the implementation of the TG

5.        Questionnaire for Principals on the implementation of the TG

6.        School based TG marking period school implementation report

7.        Monitoring form for Pedagogical advisors and DEO