AMOUD SCHOOL OF

POSTGRADUAT
UNIVERSITY E STUDIES&
RESEARCH

COURSE OUTLINE
Course Code: PPM 8231
Course Title: Project Monitoring and Evaluation
Contact Hours: 3 Credit Units: 3 Duration: 45 hours
Facilitator: Name: Charles W. Gathano Phone no.: 0636093437
Email address: [email protected]

Course Background
The rationale for teaching this course is that it will enable the students to gain deep
understanding about the various aspects of M&E in both projects and programs.
Every set of project activities must be well implemented. However, implementation is
not adequate without setting measures to establish project progress and quality. In
this case, Monitoring and Evaluation, as the main project success assessment
processes, are mandatory. They ensure that the project manager and the project team
are achieving the set objectives of the project in each step of the way. Learning how to
design and implement M&E systems is mandatory for the students to become
competent project managers.

Course Aims
By the end of the course, students should:
- have sound knowledge about Monitoring and Evaluation in any given project
- be able to differentiate between the Monitoring and Evaluation as project
assessment concepts
- gain comprehensive understanding of the logframe and the M&E frameworks
- gain knowledge about how to integrate M&E into project management

Course Objectives
By the end of the course the students should:
- be able to define the concepts of Monitoring and Evaluation
- be able to distinguish between the concepts of Monitoring and Evaluation
- define and make use of details in the logframe and M&E frameworks for project
assessment
- describe how to implement M&E systems and use its findings.

Course Description
Introduction: Definitions, reasons for conducting M&E, when to do M&E, aspects to
monitor and evaluate. Monitoring in relation to Evaluation: Aspects of Monitoring,

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Aspects of Evaluation, Instructions for writing M&E framework, what to do and what
not to do for success of an M&E process, Participatory M&E. Results-based
management (RBM) of projects: What is RBM? Using M&E to management projects,
elements of RBM, importance of M&E, RBM M&E systems. Logical Framework Matrix
and M&E Framework: Logical Framework Approach, Aspects of Logframe that are
vital in M&E, Aspects of M&E framework and their uses. Setting up M&E Systems:
Types of evaluations, M&E system’s interlinked parts, features of a good M&E
system, validating and updating M&E systems. Indicators: What are indicators?
Importance of the indicators, Qualitative and Quantitative indicators, 4 things to
know about indicators, characteristics of a good indicator. Implementing M&E: M&E
tools and methods, meaning of implementation. Information gathering and
organizing, options for verifying data. Storing M&E information, Storing M&E
information. Evaluation Report and Report Dissemination: Content of a good M&E
report, Communication of M&E findings.

Learning Outcomes
By the end of the course, the student should:
- have adequate knowledge and skills to necessary for the formulation of feasible
M&E systems
- able to differentiate and set the relationship between project Monitoring and
Evaluation as project assessment processes
- compile and apply logframe and M&E frameworks
- be able to integrate M&E systems into project management and utilize its
findings.

Course Content Plan

Content Specific Content Duration
Introduction Definitions, reasons for conducting M&E, when to Week 1
do M&E, aspects to monitor and evaluate.
Monitoring in Aspects of Monitoring and Evaluation, Instructions Week 2
relation to for writing M&E framework, what to do and what and 3
Evaluation not to do for success of an M&E process,
Participatory M&E.
Results-based What is RBM? Using M&E to manage projects, Week 4
management elements of RBM, importance of RBM M&E and 5
(RBM) of systems.
projects
Logical Logical Framework Approach, Aspects of Logframe Week 6
Framework that are vital in M&E, Aspects of M&E framework and 7
Matrix and M&E and their uses in M&E.
Framework
Continuous Sit-in Continuous Assessment test Week 8
Assessment
Test
Setting up M&E M&E system’s interlinked parts, features of a good Week 9

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Content Specific Content Duration
Systems M&E system, validating and updating M&E and 10
systems.
Indicators What are indicators? Importance of the indicators, Week 11
Qualitative and quantitative indicators, Four things and 12
to know about indicators, characteristics of a good
indicator.
Implementing M&E tools and methods, meaning of Week 13
M&E implementation. Information gathering and and 14
organizing, options for verifying data. Storing M&E
information.
Evaluation Content of a good M&E report, Communication of Week 15
Report and M&E findings.
Report
Dissemination

Methodology
The Mode of the delivery of the course will be through Lectures, class discussions,
group presentations, handouts, use of overhead projectors. The lecturer will present
the content in a lecture or teacher-centered method. Students will also be given
questions and answer sessions. The lecturer will also set times for students’
participation. Due to the importance of use of case studies, the students will be given
sessions to carry out class discussions of the case studies. The lecturer will always
remain the main instructor who should offer and deliver the content ad guide the
learning process. The students will be expected to be keen attendants who make notes
and contribute in the question and answer session as well as during the presentations
and discussions.

Evaluation
Sit-in assessment tests, essays, individual assignments, and end of the semester
examination.
Essays, assignments and tests 40%
End of semester examination 60%
Total 100%

Attendance
To be eligible for the main/end of semester examinations, students must attend not
less than 75% of the lecture sessions.

Participation
Students are expected to be active participants in the learning sessions. Any such
participation will enable the students to be awarded marks which should not be more
than 10% of the overall grade.

Plagiarism
The students are expected to avoid plagiarism. During assignments and presentations,
students are expected to acknowledge all sources of knowledge and materials used.

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Use of appropriate citations and references is mandatory. Failure to observe this
directive will lead to cancellation of the scores for the affected evaluation.

References
Adamchak, S., Bond, K., MacLaren, L., Magnani, R., & Nelson, K. (2000). A guide to
monitoring and evaluating of adolescent reproductive health programs.
Washington, DC: FOCUS.

Basheka, B. C., & Byamugisha, A. K. (2015). The state of monitoring and evaluation
(M&E) as a discipline in Africa: From infancy to adulthood? African Journal of
Public Affairs, 8(3), 75-95.

Binnendijk, Annette. (2000). Results Based management in the development

cooperation agencies: A Review of experience. Paper prepared for OECD/DAC
working party on aid evaluation. Paris. February 10–11. (Revised October
2000.)

De Coninck, J., Chaturvedi, K., Haagsma, B., Griffioen, H., & van der Glas, M. (2008).
Planning, Monitoring and Evaluation in Development Organisations: Sharing
Training and Facilitation Experiences. New Delhi: SAGE Publications.

Dorotinsky, William. (2003). Active and passive approaches to use of results findings.
World Bank. Personal communication with authors, December 5, 2003.

Dorotinsky, William. (2003). Information on monitoring for results in Brazil. World

Bank. Personal communication with authors, December 5, 2003.

Guerrero, R. Pablo. (1999). Evaluation capacity development: Comparative insights

from Colombia, China, and Indonesia. In Richard Boyle and Donald Lemaire.
(eds.) Building effective evaluation capacity: Lessons from Practice. New
Brunswick, N.J.: Transaction Publishers.

Hatry, Harry P. (1999). Performance measurement: Getting results. Washington, D.C.:

The Urban Institute Press.

Khan, M. Adil. (2001). A Guidebook on results-based monitoring and evaluation: Key

concepts, issues and applications. Colombo, Sri Lanka: Monitoring and
Progress Review Division, Ministry of Plan Implementation, Government of Sri
Lanka.

Kusek, J. Z. & R. C. Rist. (2001). Building a performance-based monitoring and

evaluation system: The challenges facing developing countries. Evaluation
Journal of Australasia, 1(2), 14–23.

Lennie, J., Tacchi, J., Koirala, B., Wilmore, M., & Skuse, A. J. (2011). Equal access
participatory monitoring and evaluation toolkit: Helping communication for
development organizations to demonstrate impact, listen and learn, and
improve their practices. Sydney: Australian Research Council.

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Valadez, Joseph, & Bamberger, Michael. (1994). Monitoring and evaluating social
programs in developing countries: A handbook for policymakers, managers,
and researchers. Washington, D.C.: The World Bank.

Wholey, Joseph S. (2001). Managing for results: Roles for evaluators in a new
management era. The American Journal of Evaluation, 22(3), 343–347.

Wholey, Joseph S., Harry Hatry, & Kathryn Newcomer. (1994). Handbook of practical
program evaluation. San Francisco: Jossey-Bass Publishers.

World Bank. (2001). Readiness assessment: toward results-based monitoring and

evaluation in the Philippines. Washington, D.C.

Zall Kusek, J., & Rist, R. (2004). Ten steps to a results-based monitoring and evaluation
system: a handbook for development practitioners. Washington, DC: World
Bank.

Effective Date
The effective date of this course outline is 11th March 2020.
Signed

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Facilitator

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Dean, SPGS&R