Advanced Certificate in Monitoring and Evaluation

Purpose

The purpose of the Advanced Certificate in Monitoring and Evaluation is to equip the target group across a variety of sectors with the knowledge and skills to successfully plan, implement and manage monitoring and evaluation systems from initiation to close-out. The qualification aims to develop individuals who will be able to:

• Identify indicators as measurable or tangible signs that something has been done or that something has been achieved.
• Assess achievement of goals and objectives.
• Assess the full range of project effects, both intended and unintended.
• Collect and evaluate data that could be used for decision making.
• Understand, direct and implement the phases of a robust and results-based monitoring and evaluation framework.

Rationale

The Advanced Certificate in Monitoring and Evaluation addresses national and provincial needs through the formal development of a cadre of skilled professionals, managers and subject matter experts in the public, private and non-governmental sectors, by exposing them to, equipping them with, suitable monitoring and evaluation knowledge, skills, tools and techniques.

The qualification has been developed to address the need of a specific target population, such as managers and subject matter experts, that have identified a need to further develop their monitoring and evaluation knowledge and skills, additional to their current vocational focus; e.g. a manager on middle management level whose job includes data management functions and oversight.

It is assumed that learner accessing this qualification

• Are able to express themselves clearly and correctly both verbally and in written English.
• Are able to interact effectively with people individually and in groups.
• Have analytical, interpretive and integrative skills that have practical value for the society as a whole.

Recognition of Prior Learning

This qualification may be achieved in part through the Recognition of Prior Learning. Individual learners will be assessed against the exit level outcomes of the qualification on a case-by-case basis. Such procedures and the assessment of individual cases are subject to moderation by independent assessors.

Recognition of Prior Learning may allow for accelerated access to further learning. Learners who do not have formal academic achievement to gain access to this qualification, may, with proven expertise and competency, be considered. Candidates may apply for exemption from certain modules on grounds of prior qualification of study concerned.

Access to the Qualification

For learners to gain access to the qualification, they must be in possession of a relevant recognised qualification at NQF Level 5.

This qualification consists of ten compulsory modules at NQF Level 6 with a total credit value of 120.

The modules are

• Introduction to Monitoring and Evaluation Principles and Concepts, 5 Credits.
• Programme Logic and Theory of Change models, 10 Credits.
• Designing Programme Monitoring Systems, 15 Credits.
• Programme Databases, 5 Credits.
• Managing Data Quality, 15 Credits.
• Routine Data Quality Assessments, 10 Credits.
• Developing a Data Communication Strategy for Stakeholders, 20 Credits.
• Analysing and Reporting Data for Decision Making, 15 Credits.
• Planning and Managing Evaluations, 15 Credits.
• Designing Evaluations for Field-based Programmes, 10 Credits.

1. Apply basic principles of, and consider key steps in developing monitoring and evaluation systems.
2. Apply logic and theory of change models in developing sound monitoring and evaluation systems.
3. Explain key considerations in designing and selecting a suitable database for a programme.
4. Describe evaluation principles and approaches for field-based programmes.
5. Conduct analysis from the collected data and provide a report for decision making purposes.
6. Plan and manage an evaluation programme.
7. Develop an effective data communication strategy with stakeholders.

Critical Cross-Field Outcomes

This Qualification addresses all the Critical Cross-field Outcomes.

Associated Assessment Criteria for Exit Level Outcome 1

• Key monitoring and evaluation principles including terms such monitoring, evaluation, reporting, learning are explained.
• The purposes of monitoring and evaluation within an organisation and or a project are outlined.
• Characteristics of a good monitoring and evaluation plan are identified.
• Monitoring and evaluation audience analysis and identification of information needs are conducted.
• Results based monitoring and evaluation principles are described.
• The four levels of results (input, output, outcomes and impact) are explained.
• Key components of a programme results chain are identified.
• Programme indicators are identified.
• Key practical considerations in developing monitoring and evaluation systems are identified.

Associated Assessment Criteria for Exit Level Outcome 2

• Programme logic models are described.
• Uses of a logic model are identified.
• A logic model for a programme is created.
• Theory of Change (TOC) is described.
• Different components of the theory of change which includes vision of success, primary and secondary preconditions and critical assumptions are explained.
• Applications of logic models and theory of change in developing sound monitoring and evaluation systems are described.

Associated Assessment Criteria for Exit Level Outcome 3

• Common pitfalls in choice and use of databases are identified.
• Data quality principles and rationale are described.
• Risks to data quality are assessed.
• Tools for managing data quality are developed.
• Human resource needs for managing database systems are assessed.
• Ethical considerations in dealing with data are identified.
• Approach for establishing a data quality management system is applied.

Associated Assessment Criteria for Exit Level Outcome 4

• The process of evaluation stakeholder analysis is explained.
• Types of evaluation are described.
• Evaluation questions and priorities are identified.
• Appropriate evaluation design is selected and described.
• Evaluation design case study is completed.
• Evaluation data collection processes are described and applied.

Associated Assessment Criteria for Exit Level Outcome 5

• Data analysis strategy is developed.
• Data analysis plan is prepared and developed.
• Key considerations in developing a data analysis plan are identified and explained.
• Data analysis methods are selected.
• General steps in analysing quantitative and qualitative data are applied.
• Appropriate formats for presenting analysed data are applied.
• Common pitfalls/errors that may compromise data quality in analysing data are identified.

Associated Assessment Criteria for Exit Level Outcome 6

• The criterion for assessing readiness and feasibility of evaluation is explained.
• Key components of an evaluation scope and budget are determined.
• Obstacles to good budgeting for evaluation are identified.
• An evaluation team is identified.
• The evaluation team is set up and roles and responsibilities are outlined.
• The solicitation process for external evaluators is managed.
• The terms of reference for an evaluation are described.
• Key components for comprehensive terms of reference are identified and developed.
• Key considerations in managing consultants are explained.
• The essential components of the evaluator's contract are explained.
• The processes for monitoring quality and timeliness of deliverables are described.

Associated Assessment Criteria for Exit Level Outcome 7

• The information needs and interests of programme stakeholders are identified.
• A communication strategy is developed.
• Appropriate communication tools for different audiences are selected.
• Communications tools/formats are developed.
• Best communication approach and tools for different stakeholders are determined.

Integrated Assessment

Assessment mechanisms are designed to ensure maximum transfer and application of knowledge with a view to address the learning needs of adult learners.

The assessment strategy applicable consists of formative and summative assessment

• Formative assessments provide the learner with an opportunity to assess whether the underpinning knowledge and skills have been mastered. There are two sets of formative assessment with questions to be answered in writing and submitted at the start of each of the workshops.
• Summative assessment of this qualification consists of one integrated assignment and an Individual Development Plan.

The integrated assignment requires the application of all the theory, principles, techniques and tools learned in the qualification to be included in a project generated in the learner's own workplace.

For the purpose of this assignment the learner will choose a project he/she is involved in at the workplace and submit the monitoring and evaluation plan and reporting documentation related to this project for assessment.