Session 5:

Monitoring &
Evaluation System
March 26-27, 2018
Region 5
 WELCOME FRIENDS
We’re very glad that you’re with us today
To learn and work on M & E
We’re very sure our days will be okay
So welcome friends (Repeat)

We look at every details

with open mind & with care
We always think that we are
ready to tackle concerns
There might be differences
In every pax responses
But what is more important, we’re here for you.
(Repeat We’re very glad. . .)
 Monitoring &
Evaluation System
BASIC M, E & QA
Task Context
 OBJECTIVES
At the end of the first two days, participants will
be able to:
a.Cite the Regional and Schools Division context
of Quality Assurance (QA) and Monitoring and
Evaluation (M&E)
b.Define important terms and concepts
associated with QA and M&E
c. Articulate the key concepts and elements in
M&E:
d.Articulate the key concepts in QA
e.Describe main steps for M&E and QA
M&E system is one of the most
important systems in the
organization.

Yet, this may be one of the most

misunderstood, misused and
neglected activities.
 M&E Misconceptions
1. M&E is about forms, tools and reports
 M&E
M&EMisconceptions
Misconceptions
2. The more data collected the better
• Sayang ang pagbisita, kunin na
lahat
• Data overload

Use different tools for different

requirements, triangulate
Define the scope of your M&E, know
your decision requirements
 M&E
M&EMisconceptions
Misconceptions
3. M&E as a stand alone process
• M&E for the sake of M&E
• M&E activities are to be
undertaken only by the M&E
unit
M&E should be linked to planning.
 Data, findings, analysis are input to the
immediate provision of TA and decision
making.
 M&E
M&EMisconceptions
M&E Misconceptions
Misconceptions
4. M&E is year round activity
 M&E
M&EMisconceptions
M&E Misconceptions
Misconceptions

5. We are already delayed, No

more time for M&E activities

6. Everything is going fine.

Okay lang! Same as usual!
 M&E
M&EMisconceptions
M&E Misconceptions
Misconceptions
7. It is now results-based M&E
 Our activities, reports will focus on monitoring
and evaluating results not progress.

 Progress M&E is an integral part of the

M&E Process
 Examines the input-output-outcome logic
 M&E
M&EMisconceptions
M&EMisconceptions
Misconceptions
8. M&E is data gathering.
 M&E
M&EMisconceptions
M&E Misconceptions
Misconceptions
• At least 70% of efforts is Data gathering is the first
spent on data gathering important activity in M&E.
M&E also involves storing of
• 10% is devoted to data and information.
processing results Managing the information
• 10% on formulating system, data buildup.
corrective actions More time should be spend
processing, analyzing and
• 5-10% on management
interpreting.
reporting
M&E should lead to
• 0-5% on making adjustments, making decisions
corrective actions  Bases for TA
Management reporting.
 M&E
M&EMisconceptions
M&E Misconceptions
Misconceptions
9. M&E is the enemy, too many reviewers

• Leads to sugar coating of reports

• M&E as a “spy”

 M&E is your friend, you’ll need us for

continuous improvement.
THE NAKED KING

Long, long ago in a land far, far

away, there lived this rich and powerful
king.
A group of tailors happened to visit his
place and told him they were selling the
finest and most expensive garments on
earth.
The king asked to see the
garments and the tailors made
some motions with their hands
in the air, as though they were
pulling out a dress .
The tailors told the king that the
garments were so fine and light that
nobody could see them. The king
bought the garments and put them
on for a public celebration.
As he was walking down the street,
everybody could see that the king was
stark naked.
However, because of his power nobody
dared tell him openly.
The king’s courtiers complimented him
on how handsome he looked in the new
and invisible garments.
 It was not long before the charade
was shattered by a small child.
Children do not know how to hide
their feelings . The boy pointed at the
king and shouted, the “king is naked,
the king is naked. . . .”
key point in monitoring and evaluation:
HONESTY
The integrity of the monitoring and evaluation
system must be upheld. Important decisions
are made based on the information and
insights provided by the system. People get
fired, projects are terminated, and judgments
are rendered based on the reports and
documents prepared by the monitor and the
evaluator.
 LEARNING / SESSION FRAMEWORK
LEVELLING OF UNDERSTANDING
Technical Input: Terms Institutional
APPLICATION:
ENVIRONMENT OF M, E & QA  Working on the
Context: Regional QAME
 Institutional Mandates Framework
 Structure & functions vis-
 Learning specific
à-vis M, E & QA
processes
LEVELLING OF UNDERSTANDING  Integrating the
Technical Input: practice in everyday
 Concepts life
 Processes
 MONITORING
E VA L U AT I O N
QUALITY ASSURANCE

Terms
DEFINITIONS
Monitoring Evaluation
Is a continuing function Is a process of determining the
and systematic process of worth or significance of the
collecting, analyzing, outputs and results
interpreting and implemented in terms of:
reporting information efficiency, relevance,
relevant to the project / effectiveness and sustainability:
program  in conformity to the
objectives set in the design
 Including establishing the
contribution higher goals
DEFINITIONS
Quality Assurance
Assurance: The act of giving confidence, the state of
being certain or the act of making certain

Quality Assurance:
Is the planned and systematic activities implemented in
a quality system so that quality requirements for a
product or service will be fulfilled
The provision of independent review, assessment and
certification of milestones against specified quality
performance standards
MONITORING
EVALUATING
Reason
Content Areas
 Why do we M&E?
Monitoring Evaluation
• Is a continuing function • Is a process of determining the worth or
and systematic process significance of the outputs and results
of collecting, implemented in terms of: efficiency, relevance,
analyzing, interpreting effectiveness and sustainability
and reporting  in conformity to the objectives set in the
information relevant to design
the project / program  Including establishing the contribution higher
goals

 provide objective information

 that can inform decision-making
 for continuous improvement
 bases for research
 What do we M&E?
 Who are interested, anyway? Identify your stakeholders
 What do they want to know? Stakeholders ‘ point of
and Why? interest
 What would they ask? Evaluation Questions
 When would they want their Communicating reports
answers?
Regional Context
A. Delivery of Basic Ed. B. Organizational
Services Performance/ Health
A.1. Education Programs and B.1. Organizational Effectiveness
Projects
A.2. Educational Resource B.2. Organizational Resource
Support
 What do we M&E?: Content Areas
A. Delivery of Basic Education Services
A.1. Education Programs and Projects
 Relevance, efficiency and effectiveness of the delivery of
regional programs and projects  interest particularly to the
implementers or internal stakeholders of the region
 On a summative level, this involves identifying the:
 collective results of the outputs and initial gains of the
Regional EPPs
as they contribute to the attainment of the goals and
objectives of the DEDP, Sub-sector M&E Framework, and the
Region’s contribution to the attainment of relevant reform
agenda indicators
 What do we M&E?: Content Areas

A. Delivery of Basic Education Services

A.2. Educational Resource
 Adequacy, accessibility and equitable distribution of
resources required to efficiently and effectively deliver
basic education in schools within the scope of the region.
 Include determining the optimal application / utilization of
the following (but not limited to):
Funding and funds utilization of programs and projects
Divisions and schools human resource staffing and
capability to deliver basic education
Learning and instructional materials / resources
Physical and ancillary facilities
 What do we M&E? : Content Areas
B. Organizational Performance/Health
B.1. Organizational Effectiveness
 Concerned with individual, team and organizational
effectiveness of the region.
 To be monitored and evaluated is the effectiveness of
the staff’s individual performance based on
standard requirements and of their contribution to
their unit’s performance.
 Examines the overall performance of the region as
an organization as indicated by the extent to which the
different units work synergistically in achieving
organizational goals.
 What do we M&E? : Content Areas
B. Organizational Performance/Health
B.2. Organizational Resource Support
 Concerned with availability and adequacy of resource
requirements for the region to carry out its mandate
efficiently and effectively.
 This includes the analysis of how the region best
optimizes its financial, human and organizational
capabilities in performing its functions by individual
units and as a team
M, E & QA IN DEPED
Where in the Organization lies M, E, & QA
 LEARNING / SESSION FRAMEWORK
LEVELLING OF UNDERSTANDING
Technical Input: Terms Institutional
APPLICATION:
ENVIRONMENT OF M, E & QA  Working on the
Context: Regional QAME
 Institutional Mandates Framework
 Structure & functions vis-
 Learning specific
à-vis M, E and QA
processes
LEVELLING OF UNDERSTANDING  Integrating the
Technical Input: practice in everyday
 Concepts life
 Processes
The Blind Men and the Elephant
THE REGIONAL OFFICE
RATIONALIZED STRUCTURE
2013
 MANDATE PER RA 9155
The Department of Education shall
 protect and promote the right of all citizens to qualify basic education, and
 take appropriate steps to make such education accessible to all.
The Department of Education shall establish, maintain, and support a
complete, adequate, and integrated system of basic education relevant to the
needs of the people and society.
It shall establish and maintain a system of free and compulsory public
education in the elementary level and free public education in high school level.
All educational institutions shall inculcate patriotism and . . . . . efficiency.
The Department of Education :
 shall take into account Regional and sectoral needs and conditions and
 shall encourage local planning in the development of educational policies
and programs.
 REGIONAL OFFICE IN THE RS Regional
communities’: Policy
It works with the local government units  Needs framework
and educational stakeholders to  Opportunities
develop a policy framework that reflects  aspirations
the needs, opportunities and aspirations
of the regional community. Over-all field “Consistent w/
It provides over-all field leadership to leadership to the national
Schools Divisions by setting regional Schools framework “
policy directions, standards and Divisions  Set regional
strategies consistent with the national policy
framework for the development and Continuously directions
management of programs and projects development of a  Set standards
relevant to the socio-cultural context of “Community of  Set strategies
the region. Schools Divisions”
Thus, it is responsible and accountable
for the building a community of Schools
Divisions and their continuous Development
ACHIEVE and management
development in order to create a
REGION’S of programs and
collective effort to achieve the region’s
GOALS projects
goals
 REGIONAL OFFICE: PURPOSE & KRAS
PURPOSE
To ensure equitable access to quality and
relevant basic education in the Region by:
 developing informed and responsive
policies and plans,
 managing effectively the localized
curriculum and learning resources,
 assuring quality performance,
 providing appropriate and timely technical
assistance to schools divisions, and
 sustaining effective education support
services and partnership with stakeholders
KRAS
KRA 1: Regional Policies, Plans, and
Education Support Systems
KRA 2: Curriculum Localization
KRA 3: Human Resource Development
KRA 4: Quality Assurance
KRA 5: Technical Assistance
KRA 6: Partnership Building
KRA 7: Organizational Performance
 REGIONAL OFFICE: KRAS
KRA 1: Regional Policies, Plans, and Education Support Systems
• Direction and Policies Issuance • Researches on Educ. Governance
• Regional and Educational Strategic Plan • Enhanced Education Support Systems

KRA 2: Curriculum Localization

• Localized and Indigenized Curriculum and • Resources and Instructional Materials
Instruction • Research Studies on Curriculum Management
• Localized and Indigenized Learning

KRA 3: Human Resource Development

• HRD Policies, Plans and Programs
• Search, Recruitment and Selection System
Implemented
• Professional Dev. Prog. Implemented
• Career Dev. Strategies Implemented
• Performance Management System
Implemented
• Employee Welfare Provided
• Succession and Exit Programs Implemented
 REGIONAL OFFICE: KRAS
KRA 4: Quality Assurance
• Quality Assurance Mechanism and Tools • Assessment Reports
• M&E System

KRA 5: Technical Assistance

• Technical Assistance Plans crafted • Technical Assistance Interventions designed,
• Best Practices recognized and sustained implemented and Evaluated

KRA 6: Partnership Building

• Support of Educational Stakeholders • Linkages and Partnership

KRA 7: Organizational Performance

• Conduct of regular (at least monthly) regional • Performance Management implemented and
management team meetings results of which applied to other HRM
systems
THE SCHOOLS DIVISION OFFICE (SDO)
RATIONALIZED STRUCTURE 2013
 SCHOOLS DIVISION OFFICE IN THE RS
As frontline office of the Department
for the management of basic
education delivery, the Schools
Division Office (DO)
 provides instructional leadership
to schools and learning centers
which are the direct implementers
of educational programs for learner
development.
This is carried out through
 a strategic division education
plan in consideration of the needs
and concerns of the division,
districts, schools and learning
centers and aligned with the
regional education development
plans
Purpose:
The Schools Division Office supports schools
and learning centres and enables them to
deliver accessible and quality education to the
community it serves, by:
 implementing education plans and
policies,
 monitoring implementation of curriculum
standards and
 providing instructional supervision
and/or technical assistance and
 building communities of good practices,
ensuring equitable distribution and allocation
of resources while establishing linkages
among educational stakeholders
 SCHOOLS DIVISION OFFICE IN THE RS

Key Result Areas

1. Division Strategic Planning

2. Hiring, Recruitment and Promotion of Personnel (teaching and non-
teaching) Implementation of Education Agenda and Policies
3. Implementation of Education Agenda and Policies
4. Management of Curriculum Implementation
5. Provision of Instructional Supervision
6. Building Communities of Practice
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

1. Division  Division DEDP Team and SIP Committee Formed and sustained
Strategic  Division Review and Appraisal Committee Report
Planning  DEDP Periodic Implementation Review
 Division Strategic Planning System
 Comprehensive Strategic Plans(DEDP and SIPs)

 Updated eBEIS Needs Analysis

2. Hiring,
Recruitment  Registry of Qualified Applicants
and Promotion  Implementation Standards per HR System
of Personnel  Division Teacher Induction Program
(teaching and non-
 Matrix of Promotion, Transfers & Reassignments of Personnel
teaching)
(Designation Orders ,Special Orders)
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

3. Implementation  Disseminated / Monitored implementation of DepED Orders,
of Education Memos, Letters& other Issuances
Agenda and  Division Plan to Implement the Education Agenda and Policies to
achieve MDG & EFA goals
Policies
 Division Policies anchored to CO,RO policies and/or Division
Needs
 Standards for the Implementation of Education Agenda and
Policies
 Division Plan towards Supervision of SD operations and
educational programs implementation
 M & E Systems, Mechanisms and Tools for Division Operations,
Programs and Projects
 Management & Monitoring Plan for and Report on the distribution
of Nat’l funds and LGU allotment to schools and LCs
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

3. Implementation of  Implementation Performance Evaluation Systems &
Education Agenda Mechanisms of Personnel (Staff Devt, Physical & Fiscal)
and Policies  Sustained or Improved personnel performance
 Quarterly Performance review of Division Operations
/Conduct of Division Monitoring, Evaluation and Adjustment
(DMEA)
 Monthly conduct of Division Executive Committee
 Conduct of Coordination Meetings among units, sections
and division chiefs
 HRD Plan for all Division Personnel (Teaching and Non-
Teaching)
 Reports on Progress and Results Implementation and
Monitoring of Division Operations, programs and Projects
 Strengthened level of governance and operation (leadership
and management transparency, accountability and
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

4. Management  Monitoring Reports on the Implementation of
of Curriculum Basic Education Curriculum(K to 12) and other
Implementation support educational programs
 Localized curriculum materials and programs
 Localized curriculum delivery relevant to the
schools/LCs condition in the division
 Reports on the outcomes or on the evaluation
of results of the implementation of the
curriculum
 Recommendations for the improvement of the
curriculum and its implementation
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

5. Provision of  Standards and Processes on Instructional Supervision
Instructional  Continuing implementation of the Instructional Leaders
Supervision Development Program for school heads
 Continuing Professional Development of Teachers in the
Division; Annual INSET Plan for teachers
 Updated Profile of Teachers’ Instructional Needs
(NCBTS-TSNA)
 Monthly Supervisory Reports by School Heads and
Division Supervisors
 Quarterly Performance review of Division Implementation
of their Instructional Supervision Plan
 Capacitated School Instructional Leaders
 SCHOOLS DIVISION OFFICE IN THE RS

KRAs Major Outputs

6. Building  Continuing D/SLAC Program
Communitie  Benchmarked, Documented and Shared
s of Practice Practices found Effective
 Division Summit of Effective Practices
 Division Awards & Incentive Program or
System for Effective Performance and
Practices for Individuals and Units
“CONNECTING THE DOTS”
Continuum of Work and Services
 Feedback
REGIONAL OFFICE: CONNECTING THE DOTS Input

PPRD

BFD
HRMD CLMD ESSD:
 SH
 EFD
NEAP @ R LRMD
 PnPs

AD
QAD
(QA – As – ME)

FTAD

Schools
Division
Offices
 LINKING THE PROCESSES
DATA PROGRAM; PROJECTS; TA; EDUCATION PLANS

Policy Research Policy Dev.

 Policies
 Policy Frame
Evaluation
Evaluation
Report
Monitoring
Education
Monitoring
Planning
Report
RBEP
Q. Assurance
QA Report
 INTERACTION AMONG OFFICES IN THE SDO
SDS OFFICE
SGOD - HRD
Manage and support the core technical offices
Professional Development of SDO Staff

CID - IS
Give Qualitative Info
CID - DS SGOD – SM,ME
Obtain Quantitative info (qualitative)
Give Needs Info

SGOD – P&R
Instructional Observations
School data (quantitative)
Supervision

Professional TA on Social & Identify

LCS &
Development Resource Mob. needs
SCHOOLS

Support SGOD - SocM

SGOD - HRD
TA on service to
Learning Learners
Environment Stat on Learners’
SGOD - SHN health issues
SGOD - EF
Stat of T-L Environment
 CONTINUUM OF SERVICE
Set Curriculum Standards Implement / Direct
and Design Curriculum delivery to Clients

CO: responsible RO: works with SDO and District Schools and LCs
for designing and Regional agencies manages and implement the
engineering the and education supervises the localized
national stakeholders to implementation curriculum and
standards and define a localized of the basic innovate within
minimum curriculum education the bounds of the
requirements of responsive to the curriculum and standards set.
the BE curriculum needs and ensures that
to ensure aspirations of the minimum
relevance to the region and requirements are
long term needs communities they met and
of the country. serve exceeded.
 CENTRAL Office
Connecting Offices for
REGION Curriculum & Instruction
BCD- Cur. Stds.
Office
Division
CLMD SD Office
BCD- Spec. Cur.
Prog. Div. + LRMD
BEA- Ed. Asses.
Division
CID
BEA- Ed. Res. QAD
Division BLD- Tchng. &
Lrng. Div.
SGOD
BLD- Student • S M, M & E
BLR- LR Prod. Incl. Div. • Planning & Res.
Division • Educ. Facilities
HRDD
R-NEAP • HRD
BLR- QA Div. BLSS – Sch.
• Soc. Mob.
Health Div.
BLSS – Sch. • School Health &
ESSD
Sports Div Nutrition
BLSS - Youth
Formation Div.
 CONTINUUM OF SERVICE
Develop QA philosophy / Set quality, Implement Total
policy guides for QM, QA and M&E Quality Management

CO: Responsible for RO: SDO and District: Schools and LCs:
developing the  Performs oversight  Implement QM  Implement the
philosophy, setting function system to support TQM system and
standards, providing  QA assure the delivery of BE enforce standards
policy guidelines for systems and services set.
quality management processes per to  Manage  M&E the SIP
and quality standards and implementation of implementation
assurance and guidelines set standards and  Assess learners’
monitoring systems.  Provides TA to the policies on progress and
SDOs in the governance of utilize appropriate
schools & LCs
implementation of data to improve
 Determine & M&E
the desired the Teaching-
educ. outcomes,
systems Learning outcomes
services and
resources
 CENTRAL Office
Connecting Offices
REGION Office For Quality Management

SD Office
BCD + BLD + BLR CLMD
+ BEA + BLSS + LRMD
CID

 BHROD-OED
 BHROD-SED SGOD
QAD
Organizational • S M, M & E
and School
 PS PPD • Planning & Res.
standards,
policies and  PS – PPRD PPRD
frames  PS – EMIS • Educ. Facilities
• HRD
 AS - EFD ESSD
• Soc. Mob.
• School Health &
HRDD Nutrition
 NEAP-QD R-NEAP
 CONTINUUM OF SERVICE
Provide policy guides; Develop and Implement School-
monitor organization systems based Systems

CO: Responsible RO: Provide SDO and District: Schools and LCs:
for providing oversight,  Ensure that  Implement the
policy guidelines, monitors and schools are able school-based
organization evaluates, and to practice systems
systems provides technical school-based  Implement
development and assistance to the management, school-based
monitoring (e.g. SDOs in the get the support professional
Planning System, implementation of from development
Human Resource the systems stakeholders and programs for
from the teachers and
Development,
organization,
etc). staff
and operate
efficiently and
effectively.
 CENTRAL Office Connecting Offices
REGION Office
For Organization and
Directorate’s
PAS + ExPS School Effectiveness
Office
LEAGL S.
PPRD SD Office
PS + ICT
CLMD
+ LRMD CID
BCD + BLD + BLR + BEA + BLSS
ESSD
SGOD

FTAD
BLSS + BHROD + NEAP • S M, M & E
+ PMS + DRRM QAD
• Planning & Res.
HRDD • Educ. Facilities
NEAP-QD
R-NEAP
• HRD
FINANCE S. • Soc. Mob.
FIN. S
ADMIN.. S. • School Health &
ADMIN. S Nutrition
PROC. S.
MONITORING
AND
E VA L U AT I O N

Types
 M & E PRINCIPLES
1. Quality Information
 It is important that M&E information
to be collected is appropriate,
sufficient and accurate to insure
reliable and objective reports that can
be used as bases for planning and
decision-making at all levels.
 Quality is a prevention process
 M & E PRINCIPLES
2. Systems Strengthening

Strategies, processes, and tools to

be used for M&E can make use of
available systems that have
been tried and effectively used in
the department.
 M & E PRINCIPLES
3. Efficiency
Results are achieved with minimum
input resources but not
compromising quality in all levels
and stages of M&E, this includes the
ability to report in a timely manner.
 M & E PRINCIPLES
4. Transparency of Information to
Key Stakeholders
M&E subscribes to open, full and
credible information.
It encourages timely disclosure of
information and methodology to
stakeholders which are aligned to M&E
objectives and processes.
 M & E PRINCIPLES
5. Synergy
M&E encourages participative and
collaborative decision-making
processes among the different
entities for an integrated approach
to the attainment of its objectives.
 M & E PRINCIPLES
6. M&E for Learning and Accountability

M&E provides opportunities for

continuous improvement of
practices/performance through
identification of issues and lessons
learned. It requires trustworthy,
competent and impartial M&E staff.
 M & E PRINCIPLES
7. Focus
 M&E calls for careful planning
and purposive prioritization of
activities guided by the
organizational goals and
objectives.
“It is difficult to swallow a whole elephant”.
 Planning is the most critical stage in the
implementation life cycle.
 - generate information
M&E CONTENT AREAS
critical to management
decisions

Region Organizational major areas that have

Health /Performance to be monitored and
evaluated at every
level of the
Delivery of Educational educational hierarchy
Services
M&E CONTENT AREAS

provide objective information

Delivery of Educational relative to the achievement of
Services the the desired outputs and
sustainability of Education
Outcomes

 provide objective
Region Organizational
Health /Performance information on the efficient
and effective fulfillment of
the regional mandate
M&E CONTENT AREAS IN THE REGION

• Availability and adequacy of resource

Effectiveness of the staff’s individual Relevance, efficiency and
requirements for the region to carry out its
performance based on standard effectiveness of the delivery of
mandate efficiently and effectively
requirements and of their contribution to programs
Optimal its application
and /projects
Educational
• Analysis of howPrograms
the region regional
and best optimizes
their unit’s performance.
Projects Further, this
andutilization of : of
implementation
financial, human and organizational
aspect examines the overall performance • Funding
educational requirementsplan for
capabilities
Delivery of in performing its functions by development
of the region as an organization Adequacy,
Educational programsaccessibility
and projectsand
individual units and
Services as a team. • Divisions
equitable and schools
distribution of resources
Educational human to
required resource staffing
efficiently and
Resources and capability to deliver
effectively deliver basic education
M&E Content basicwithin
education
in schools the scope of the
Areas
• Learningregionand instructional
Organizational
Region Effectiveness materials / resources
Organizational • Physical and ancillary
Health &
Performance facilities
Organizational
Resource
Support
M&E CONTENT AREAS IN THE DIVISION

Focus of Division SBM Implementation

and Assessment
M&E
Technical Curriculum
Assistance Implementation

Delivery of Educational Teaching Learning

Educational Programs and
Projects And Assessment
Services

Educational
M&E Content Resources
Areas
Organizational
Division Effectiveness
Organizational
Health &
Performance Organizational
Resource Support
 Division effectiveness may impact
M&E CONTENT AREASassesses
M&E procedure IN
on This THE
Organizational
the area isDIVISION
performance
how the concerned Resource
division of on Support
the
schools inward
andoflook
the
office provides Technical Division
of
community the in
division
assistance providing
learning resources
toas ancenters, on for
organization.
capacitate schools toprograms Specifically
determine and projects
its level of isthe
it tracks measured in terms
collective
SBM Practice and install competencies of school heads and
. The process allows the of howtheitstonecessary
performance
division units,
trackof allpersonnel
units in and programs
the Division
mechanism and including teachers,
interventions
and on
projects schools’
synergies toward
are SBM
provided
and
level
with
teamwork
of
resource
between
Technical Assistance is concerned
progress with
of curriculum the implementation
level of practice forand; andthe ability of theSBM Implementation
progressing practice
andsupport on
continuous
in
process of how wellassess
theM Division
& E the
school Office
procedure
quality on of
improvement.
Curriculum
inputs Also,
among
Implementation
provided
how toorder
units
well the
to deliver the
to establish education
Division
and Assessment
seeks to measure the efficiency
provides professional learners
and technical help to Division
system programs
and itself
efficiency
effectiveness and toprojects.
in support
for them to the
Division
function
Division as bases
Office in the
provides
the implementation the Basic provision
Technical
Education of
Assistance
Curriculum.
schools. This is to ensure
The efficiency
to monitoring schools
effectively.
inanddeveloping,
activities and quality and
Organizational Thecommunity
control Resource
issues learning
and risksSupport
during also
the
Curriculum
technical schools
Monitoring assistance.
curriculum This
implementationhelps a qualityofTechnical
isassure
implementing,
thecontrol
effectiveness in theThe Division
DEDP are aligned
ofprovides centers
measures
toimplementation
the
directions, in
implementationhow
objectives, the upgrading
education
ofAssistance
the DO units’ ofprograms
resources are
Implementation
Mdelivery basic
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&learners are
mechanism
E procedure
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ensure their
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– Learning
School and
requirements
scope
education services timely
Improvement
quality
Assessmentofinputs
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the
implementation
and
that
checks
schools
of the
(SIP).
success
will
whether optimized.
and
develop and
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basic
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core
community
education
indicators
their
processesMoreover,
areininalso
environment itwithin
identifies
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competencies
learning centers. Delivery
perInlearning
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area per grading periodEducational Teaching and
the
implementation of programs implementation
classrooms and
competencies projects
and schools
and areway
of of
prepare
data,
effective
them
insights
lessons
programs
and for
and
learned
efficient.
the This and sustainability
implementation.
and
Division
and per Educational
grade/year level.
lessons on the provision of the resources in Programs and Learning
process provides
projects.
the schools and those of the
requirementsThese input
division.
of programs
the next
Services measures
informationandto projects
learning onare
the division
level. resource
in Projects
the generation and
terms of ofadequacy,
conduct quality relevance and supervision
instructional equitable and
geared utilization.
distributionoftoward
assessment learningfromimproved
derived by
thethe school M&E
Division school
heads to the
M&E Contentperformance
teachers. Educational
System are immediately used for making Resources
Areas managerial and technical actions that will
support the schools.
Organizational
Division Effectiveness
Organizational
Health &
Performance Organizational
Resource Support
M&E CONTENT AREAS IN THE SCHOOL
Curricular Programs &
Projects

Education Resources
Delivery of
Services for
Basic Educatio Teacher Performance
EduEducation

School Learner Performance

M&E Content
Areas
School Management
Organizational
Health & Productivity
Performance

Community Partnership
88
•If you are going to monitor the
implementation of nutrition program,
what questions would you like to
ask?
HIERARCHY OF M&E TASK LEVELS

M&E
Task
Levels

Progress M&E Result M&E

Intermediate
Inputs Outputs Results
Outcomes
 HIERARCHY OF M&E
TASK LEVELS

M&E Task
Levels
Monitoring of input
and/or output
Result M&E
Progress M&E Output level looks into the
indicatorsLevel)
(Summmative to
efficiency and effectiveness
perform formative
of the delivery intended
evaluation
Intermedia services in terms of its
Inputs Outputs Outcomes
te Results programs and projects and
the implementation
strategies used.
HIERARCHY OF M&E TASK
LEVELS
“How effective are
the initiatives in M&E Task
Levels
bringing about the
desired benefits
Progress M&E Result M&E
and changes to
Formative Level (Summative Level)
their customers
and in attaining the Intermediat
intended educationOutputs
Inputs e Results/ Outcomes
Initial Gains
outcomes?”
M&E TIMELINE
 M&E TYPES BASED ON
TIMELINE & TARGET OBJECTIVES

Evaluation

Formative Summative

Impact E
Results M&E
Implementation --- Progress M&E
Project Timeline

Inputs Outputs Purpose Goals

Initial Gains

Pre- Post-
Project Start Implementation End Project
TIME

Early Stages Later Stages

 TYPES
1. Progress Monitoring and Evaluation
(PME)
(aka. Input/Output Monitoring (IOM))
2. Initial Gains Evaluation

3. Results M&E (aka Outcomes M&E) ~

Project Benefits Monitoring and
Evaluation (PBME)
4. Impact Evaluation
INTEGRATION OF M&E
CONTENT AREAS AND
TASK LEVELS
M&E CONTENT AREAS IN THE DIVISION

Focus of Division SBM Implementation

and Assessment
M&E
Technical Curriculum
Assistance Implementation

Delivery of Educational Teaching Learning

Educational Programs and
Projects And Assessment
Services

Educational
M&E Content Resources
Areas
Organizational
Division Effectiveness
Organizational
Health &
Performance Organizational
Resource Support
 Curricular Programs &
Projects

Education Resources
Delivery of
Services for
Basic Educatio Teacher Performance
EduEducation

School Learner Performance

M&E Content
Areas
School Management
Organizational
Health & Productivity
Performance

Community Partnership
99
Integration of M&E Content Areas and Task Levels

Content M&E Task Levels

M&E Focus Formative Summative
Area Progress Level Intermediate Results Results Level
Delivery Technical
 KSA on SBM  SBM Level of
of Assistance to  Reduced
implementation Practice
Services schools on  Efficiency of TA  Improved disparity
for Basic for SIP
• SBM implementation performance of between High
Education
implementation of schools schools /CLC and low
 Improved performing
Cohort Survival
schools
rate
 Improved
• Curriculum  Efficiency in the  Improved
delivery of BEC profile of the
Implementation Annual
Achievement of Division on
schools education
 Increased A&E outcomes
Passers
• Teaching-  KSA on SH/PSDS capability in
instructional Instructional
Learning & Supervision
assessment Supervision
INTEGRATION OF M&E CONTENT AREAS AND TASK LEVELS
M&E Task Levels
Content Area M&E Focus Formative Summative
Progress Level Intermediate Results Results Level
Implementation of  Efficiency of Increased Improved
Programs & implementation of performance profile of the
Projects Programs & Projects indicators Division on
in schools education
outcomes
Education  Adequacy and Improved Learning Correlation
Resource for utilization of environment between
Programs & resources Resources and
Projects
 Relevance of performance
resources provided
 Provision of Access
to resources
 Availability of
system for Equitable
Distribution
Integration of M&E Content Areas and Task Levels
M&E Task Levels
Content
M&E Focus Formative Summative
Area Progress Level Intermediate Results Results Level

Organiza  Division Accomplishments  Level of Improved

Effectiveness Performance
tional of DO units based MFO
 Individual(IPCR)
Health / on work plans /
 unit
Performa DEDP
(DPCR/OPCR)
nce  Satisfaction level
of clients
(teachers, SHs,
staff)
 Division  Adequacy and Behavioral change Improved
Resource utilization of
Support resources of DO staff MFO
provided to  Punctuality in
RO units
 Efficiency of submission of
HR programs requirements
 Quality of work
What do we monitor every
quarter? Every year? At the end
RBEP/DBEP/SIP cycle?
Progress – efficiency;
Intermediate – Effectiveness;
Result - relevance
M&E Implementation
 PROGRESS
MONITORING
EFFICIENCY OF
IMPLEMENTATION
DEDP IMPLEMENTATION VS. M&E

Y1 Y2 Y3 Y4 Y5 Y6

Implementation Stage

Progress Progress Progress Progress Progress Progress

M&E M&E M&E M&E M&E M&E
 INITIAL GAINS
EVALUATION
EFFECTIVENESS OF IMPLEMENTATION

Lessons from Tiny Turtles

DEDP IMPLEMENTATION VS. M&E
Annual Annual Midterm
Implement-ation Implement- Implementation
Review ation Review Review

Y1 Y2 Y3 Y4 Y5 Y6

Implementation Years

Progress Progress Progress Progress Progress Progress

M&E M&E M&E M&E M&E M&E

Initial Gains
AIP AIP AIP
1 2 3
Evaluation
 RESULTS/OUTCOME
MONITORING &
EVALUATION
BENEFITS OF THE PROGRAMS
DEDP IMPLEMENTATION VS. M&E
Post-
Annual Annual Midterm Annual Annual
Implement-
Implement-ation Implement-ation Implementation Implement- Implement-
ation
Review Review Review ation Review ation Review
Review

Y1 Y2 Y3 Y4 Y6
Y5

Implementation Years DEDP

Wrap-up

Progress Progress Progress Progress Progress Progress

M&E M&E M&E M&E M&E M&E

Outcome/
Initial Gains Results
Evaluation Monitoring

AIP AIP AIP AIP AIP AIP

1 2 4 5 6 DEDP2
3
 (SUMMARY)
Type of Description Hierarchy of Measure of Timing of M&E
M&E Obj. Performance
Impact Measures the contribution of the Goal Impact Post
Evaluation interventions to a higher level achievement of Implementation
objective long term (not immediate)
objectives
Results Measures the realization of Outcomes Effectiveness Immediately after
Monitoring & Outcome level objectives; achievement of the end of
Evaluation Determines the effectiveness of benefits implementation
the implementation
Initial Gains Keeps track of the changes or Intermediate Initial Gains - Middle of the
Evaluation improvement in the behavior, Objectives Improvement in Implementation
performance and practices of the the performance and before the
target group/s. of target group/s termination of the
current plan
Progress Assessment of an on-going Outputs/ Efficiency - During
Monitoring & implementation. The objective is Activities/ Physical Implementation
Evaluation to steer implementation as Inputs Accomplishment
efficiently as possible based on (Actual vs. Plan)
the approved plan.
 M&E QUESTIONS per CRITERIA

EFFICIENCY:
How economically have the various inputs been converted into
outputs, results and outcomes?

RELEVANCE:
To what extent are the program’s objectives pertinent to the
evolving needs and priorities at different levels?
EFFECTIVENESS
How far have the program’s results and outcomes contributed to
achieving its specific and general objectives?
 M&E QUESTIONS per CRITERIA

UTILITY / IMPACT:
How do the program’s results and outcomes compare with the
needs of the target population?

SUSTAINABILITY
To what extent can the positive changes be expected to last after
the program has been terminated?.
Thank you