M&E Plan (with illustrated examples): Project/programme name: Project objectives: Project period: Indicators DATA SOURCE METHOD OF DATA COLLECTION (how?) DATA ACQUISITION Resources Frequency (when?) Coverage/ sample size (who?) Responsible Person(s) (whom?) Children’s participation Indicators for the scope of children’s participation: Set of indicators on scope of children’s participation (see page 25 of the Framework) Children’s meeting reports; Proposal; Children’s drawings and poems. Visual programme cycle analysis with children’s representatives and adults; ‘H’ assessment; Secondary data analysis. Within initial 3 months of project; at 12 months and at 18 months. Girls and boys age years (diverse from 10 NGO staff M&E Core Group members (children and adults) Budget for refreshments during children’s meetings; and transport for regular M&E Core Group meetings. background
See set of indicators on quality of children’s participation – the ‘basic requirements’ on p.29 – 34 of the Framework Children’s meeting reports; H assessment; M&E reports. Pots and beans activity with girls and boys aged 5-7 years, 8-12 years, and 13-18 years; Interviews; observation; Every 6 months Girls and boys age years from (inc. Working children and school M&E Core Group members Refreshment for children’s meetings.
e.g. Children have enhanced self-confidence Body map before/ after Stories of MSC; M&E reports. Self-confidence scoring; Body mapping (before and after); Stories of most significant change; interviews; observation Baseline scoring at of project; at 12 months and 18 months; and boys age years from (diverse including M&E Core Group members Refreshment for children’s meetings; and ,
e.g. Parents / caregivers have more understanding of the importance of listening to children. Baseline KAP survey; Body map before/ after Stories of MSC; M&E reports. Body mapping (before and Stories of most significant change; Children in context analysis; interviews; observation Baseline KAP survey at start of project; Stories of MSC every 3 months; Children in At least 100 Parents/ caregivers from across 10 M&E Core members Budget for baseline survey, and stakeholder meetings/ workshops
e.g. Decreased beating of children by parents Baseline KAP survey; Body map before/ after Stories of MSC; M&E reports. Body mapping (before and after); Stories of most significant change; Baseline KAP survey at start of project; after 12 NGO programme manager and M&E officer Budget for baseline survey, and stakeholder workshops
e.g. Child law is amended to make corporal punishment illegal. Children’s Forum recommendations and advocacy papers; Secondary data analysis. Children in context analysis; interviews; secondary data analysis. At 12 months and 18 months. Policy makers, programme managers M&E Core Group members (children and adults) Budget for children’s meetings and
e.g. % of reduction in school drop out (“children who participate do not drop out”) Baseline and evaluation reports; school reports. Basleline; Monitoring reports; Interviews; Annual evaluation and final evaluation. Baseline, at 12 months and 18 months Students Teachers M&E Core group M&E officer baseline data collection and annual evaluation budget.
example, the goal of the programme may be to reduce infant mortality; or to improve emergency preparedness and response to natural disasters. In both types of project, the task is to measure the participatory activities that were undertaken and the extent to which they contributed towards the overall objective or goal. For example, the evaluation could consider whether a campaign run by children might have influenced a bill going through parliament, or research on the impact of early marriage and the numbers of girls involved might have been successful in bringing on board new supporters for a campaign, or a whether a growing number of schools have established a school council. The structural or external outcomes will vary widely across programmes, depending on their focus. Every organisation will need to use external outcomes and indicators that are most relevant to their programme/ project that they have included in their M&E plans. In measuring external or structural outcomes it will be crucial to identify relevant situation analysis and/or baseline data against which changes can be monitored or evaluated. Use of existing baseline data and/or other sources of secondary data concerning each particular programme and thematic area (e.g. existing baseline or secondary data on early marriage, school enrolment, disaster preparedness etc) will be needed to help compare outcomes to identify if there are any external outcomes associated with the programme. Further questioning and analysis will be required to explore if any such changes can be associated with children’s participation in the process or not? Or whether they are due to other factors or aspects of the process. Or both? Attribution can be very difficult. However, use of different methods and triangulated findings are encouraged. The following tools could be considered for measuring outcomes (Body Mapping, Children in Context Analysis of Change, Stories of Change, Decision-Making Pocket Chart): Body mapping can be used to explore changes in children before and after their involvement in the programme/ project. This tool is particularly useful for measuring process outcomes.