Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Literature on monitoring and evaluation acknowledges the complexity in the field. Many evaluation studies require empirical evidence to be integrated with decisions on standards and values to reach robust evaluative conclusions. In this context, organizations face a number of difficulties in attempting to develop computerized software for monitoring and evaluating their programmes. The situation is exacerbated by the lack of literature on how various concepts used in programme monitoring and evaluation could be arranged into a coherent pattern of concepts upon which the development of monitoring and evaluation software could be contingent. The aim of this thesis is to present a conceptual model for a programme monitoring and evaluation information system that can guide programme agencies in the procurement, design and development of software for programme monitoring and evaluation. The conceptual model is based on an assessment of several key concepts that characterize programme monitoring and evaluation: programme goals and objectives; programme activities; programme providers; administrators; funders; community stakeholders; macro-environment and relationship between them; personal goals and objectives; existing conditions; targeted individual (s); family friends, and community; macro-environment and relationships between them; programme participation and programme outcomes. Using purposive techniques, 15 relevant monitoring and evaluation documents were selected from within 3 large-scale programmes implemented in Uganda. These documents were used to identify and describe the features and attributes associated with each of the key M&E concepts. The findings reveal that only eleven of the key concepts listed above were used by the three case study programmes. In particular, their use was geared mainly towards the collection of empirical evidence to demonstrate programme accountability requirements. The study arranged the eleven distinctions into a framework comprising of three dimensions: (1) programme design; (2) programme implementation plan; and (3) programme implementation result. The programme design dimension comprises of five key concepts used to capture the essential information on programme design. The implementation plan dimension comprises of three key concepts used to capture the essential information on the actions that have been planned by each programme. The implementation result comprises of four key concepts that capture the essential information on the outcome of both routine and terminal monitoring and evaluation activities.

The intention of this study was to evaluate the effectiveness of the implementation of the HIV and AIDS management at schools in the Tshwane South District. The rationale was based on the gap in research regarding evaluation of the implementation of intervention programmes at schools, especially the management and leadership intervention strategies. The Foundation for Professional Development (FPD), a South African Medical Association self-funding education provider in the health sector, had conducted a training intervention with the members of the School Management Teams (SMT) of the Tshwane South District schools. The application of the skills, knowledge and attitudes gained through this training was the main focus for evaluation. For that reason, the Success Case Method (SCM), an innovative programme evaluation design, was used. The first phase of the SCM involved using a short questionnaire to identify appropriate participants for the second phase, which involved in-depth telephone interviews as directed by the SCM. The second phase also involved probing, understanding and documenting the successes, thus allowing an evaluation of the findings. The findings of the study indicate that some SMTs are actually implementing the skills, knowledge and attitudes gained in the FPD training with success, albeit with differing levels of effectiveness. It was also found that there are unsuccessful SMTs that are not implementing or are unable to implement their learning from the FPD training. There were various reasons for both the successes and non-successes. These included matters pertaining to conflicting directions, policy guidelines, commitment, empathy and attitude of the SMTs in understanding circumstances related to people living with and affected by HIV and AIDS, teamwork, reporting systems, the duration of the training workshop and pace of learning of SMTs members, marketing collaterals, workforce availability and availability or lack of time for implementing the HIV and AIDS programme. The recommendations include the provision of follow-up and material support to schools, including the formation of HIV and AIDS management forums and networks. Recommendations are also made to the FPD for enhancing and sustaining the training and implementation. Further recommendations are proffered to the Department of Education regarding activities for directed and needs-based support for schools. The study contributes to the practice of HIV and AIDS management in that it produced an evaluation report on the implementation of HIV and AIDS management at schools. This should be useful to practitioners at school, community and departmental levels regarding the status of HIV and AIDS management at schools. The study also contributes to the theory of intervention programmes using the Success Case Method in education, which is a novel, user-friendly and easy-to-use method of evaluation. / PhD (Education Management), North-West University, Vaal Triangle Campus, 2013

M.A. / Please refer to full text to view abstract

A research report presented to the Department of Social Work School of Human and Community Development Faculty of Humanities University of the Witwatersrand In partial fulfillment of the requirements for the Master of Arts by Coursework and Research Report in Social Development, November 2015 / Monitoring and Evaluation (herein referred to as M&E) has become a critical practice in the delivery and improvement of development programmes in many Non-Governmental Organisations (herein referred to as NGOs). This study explored M&E practices in NGOs. The study adopted a qualitative research approach that allowed the researcher to capture participants’ lived experiences. A case study design was used. The sample size was made up of 8 different Non-Governmental Organisations in Gauteng. From the first two organisations two participants were chosen from each, then one participant was chosen from each of the other six organisations. This gives a total of 10 project/programme managers who were interviewed. Also, two key informants of the study were drawn from people who are experts in the M&E sector by academic qualification and experience who were working as M&E specialists in corporate companies that conduct advanced M&E for NGOs as hired consultancies. These are the participants who were able to offer comprehensive answers that were directly relevant to the purposes of the research. Participants were purposively selected and in-depth interviews guided by the use of semi-structured interview schedules were used to collect data. Thematic content analysis was used to analyse data. The findings of the study reveal that factors such as management style of engagement and donor expectations influence the design of M&E systems. Challenges faced by practitioners in the design and implementation of M&E systems include among other things poor implementation of plans, shortage of personnel who are competently trained to undertake M&E, less funding allocated to M&E and performing M&E as a ritual rather than an important subcomponent of good project management. The findings of this research contribute to our understanding M&E practices in NGOs. It is hoped that insights gleaned in the study will help to inform both practice and theory in this area of inquiry

Thesis (M.S.)--Massachusetts Institute of Technology, Alfred P. Sloan School of Management; and, (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1980. / MICROFICHE COPY AVAILABLE IN ARCHVES AND DEWEY. / Includes bibliographical references. / by Ko Sekiguchi. / M.S.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1982.

Evaluation is an important aspect of the project cycle. The evaluation results are used to determine new strategies of the programme as well as the future of the project. However, the problem is that most conventional evaluations are seen as external intervention because they often disregard the role project participants could play in the process of evaluation. Then there is sustainable livelihoods approach which is viewed as a holistic and participatory approach. Because the sustainable livelihoods approach is people-centred; is holistic; dynamic; builds on strengths; considers macro-micro links; and considers issue of sustainability, it could provide a framework with which evaluation could be conducted. The objective of this study was to find out the outcomes of using the sustainable livelihoods approach as a tool for evaluating developmental projects. The theoretical framework for evaluating projects was designed using sustainable livelihoods and evaluation literature. The framework was tested using two projects in the area of agriculture and rural education. The research process guide was also designed and guided the process of data collection. The study has shown that the sustainable livelihoods approach could be used to evaluate developmental projects. The opportunities and the challenges of evaluating developmental projects using the sustainable livelihoods approach in each step of evaluation process were discovered. Using SL framework to define evaluation programme revealed that projects could be viewed holistically though not covering everything. However, the volume of the data collected was large and required more time to analyse. The logical framework was useful in terms of planning the evaluation programme. On the downside, the logical framework was technical and required guidance from the researcher. Establishing success indicators required the participants to negotiate the yardstick for measuring. The participants could not select data gathering methods because 1) the participants had no knowledge of the participatory methods and 2) the methods already used were not appropriate for the data collected. Reliance on participatory methods alone affected the robustness of the evaluation data collected. Thorough planning and capacity building are critical in interpretation of evaluation results follow sustainable livelihoods approach guidelines. Further studies with more representative sample and with a longer time span are needed to refine the implementation of the evaluation of developmental projects using sustainable livelihoods approach. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

The intention of this study was to evaluate the effectiveness of the implementation of the HIV and AIDS management at schools in the Tshwane South District. The rationale was based on the gap in research regarding evaluation of the implementation of intervention programmes at schools, especially the management and leadership intervention strategies. The Foundation for Professional Development (FPD), a South African Medical Association self-funding education provider in the health sector, had conducted a training intervention with the members of the School Management Teams (SMT) of the Tshwane South District schools. The application of the skills, knowledge and attitudes gained through this training was the main focus for evaluation. For that reason, the Success Case Method (SCM), an innovative programme evaluation design, was used. The first phase of the SCM involved using a short questionnaire to identify appropriate participants for the second phase, which involved in-depth telephone interviews as directed by the SCM. The second phase also involved probing, understanding and documenting the successes, thus allowing an evaluation of the findings. The findings of the study indicate that some SMTs are actually implementing the skills, knowledge and attitudes gained in the FPD training with success, albeit with differing levels of effectiveness. It was also found that there are unsuccessful SMTs that are not implementing or are unable to implement their learning from the FPD training. There were various reasons for both the successes and non-successes. These included matters pertaining to conflicting directions, policy guidelines, commitment, empathy and attitude of the SMTs in understanding circumstances related to people living with and affected by HIV and AIDS, teamwork, reporting systems, the duration of the training workshop and pace of learning of SMTs members, marketing collaterals, workforce availability and availability or lack of time for implementing the HIV and AIDS programme. The recommendations include the provision of follow-up and material support to schools, including the formation of HIV and AIDS management forums and networks. Recommendations are also made to the FPD for enhancing and sustaining the training and implementation. Further recommendations are proffered to the Department of Education regarding activities for directed and needs-based support for schools. The study contributes to the practice of HIV and AIDS management in that it produced an evaluation report on the implementation of HIV and AIDS management at schools. This should be useful to practitioners at school, community and departmental levels regarding the status of HIV and AIDS management at schools. The study also contributes to the theory of intervention programmes using the Success Case Method in education, which is a novel, user-friendly and easy-to-use method of evaluation. / PhD (Education Management), North-West University, Vaal Triangle Campus, 2013

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Thesis (doctoral)--Rijksuniversiteit te Groningen, 2004. / Cover title. Includes bibliographical references (p. 157-171).