3.3 Monitoring and evaluation
The PRS is supposed to be an ongoing process of constant learning and revision of programmes over a long-term period. This process requires regular and strategic monitoring to identify shortcomings and to modify its premises accordingly. The system of regular monitoring and evaluation is not specific to the PRS process, but can be broadly applied to most projects, programmes and policies (see Chapter 7). Usually the PRSP describes the monitoring and evaluation system to be used during the implementation of programmes and projects, and lists the targets and indicators (see Chapter 4, Case studies).
Definitions
Monitoring entails ongoing observation of the implementation of the PRS with the objective of checking regularly what is happening, how and why, and comparing this to the original plans.
Evaluation entails an assessment of results, but takes place less frequently than monitoring at specific intervals (either at project milestones and/or at the end of the implementation phase). The focus is much more on whether or not set targets and goals have been achieved.
Three main issues can be monitored and evaluated:
- Input: What activities were planned? What activities were implemented?
- Output: What did the project achieve? (intermediate project results)
- Outcome: What general impact did the project have in the long term? What were the intended and unintended results?
Indicators
Indicators help us to recognise whether a goal or objective of a project or programme has been achieved. They measure changes. They allow the input, output and outcome of a project to be measured. Setting indicators is essential for monitoring and evaluation, and is of most use if it has already been completed in the planning phase. Indicators must meet specific conditions, as otherwise it becomes difficult to apply them (see Info Sheet on Indicators). Qualitative and quantitative indicators need to be balanced.
Experience shows that most often, PRS disability programmes do not have enough targets or indicators to monitor. There is a long list of possible indicators for each monitoring issue, but among the most essential are a few outcome indicators, such as the number/percentage of children with disabilities that are enrolled in school, or the number/percentage of people with disabilities who are employed, etc. Some important process indicators include whether laws have been adopted or building codes introduced (e.g. guaranteeing physical access to buildings, etc.), and so on.
Examples: Possible indicators for disability-relevant issues in PRS
| Sector | Aim | Indicator |
|---|---|---|
Health | To prevent impairments caused by malnutrition of mothers and children | - No. of nutrition programmes |
“Reduce HIV and AIDS prevalence among woman and men with disabilities (among age group 15–35 years)” (PRSP of the United Republic of Tanzania, 2005) | - Percentage of women and men with disabilities who are HIV-positive in 2005 and 2010 | |
“Eliminate all forms of barriers to health care by exempting the poor, pregnant women, older persons and disabled persons, children, and by removing unofficial charges and reduce the distance to, and by improving treatment.” (PRSP of the United Republic of Tanzania, 2005) | - No. of people with disabilities receiving treatments in public hospitals | |
Social protection | "Decrease risk factors in specific high vulnerability groups. | - "No. of disabled receiving attention" (PRSP of Republic of Honduras, 2001) |
Education | "Main objective: universal school attendance | - Percentage of children with disabilities in primary schools |
"Main objective: expand access to quality instruction.[…] proceed with the program to convert the network of trade schools (escolas de artes e ofícios) to vocational schools that are also able to serve young people with disabilities" (PRSP of the Republic of Mozambique, 2006) | - Percentage of people with disabilities in trade schools | |
"Ensure that teachers will be trained for all educational subsystems, with a view to promoting education for all children and young people, including girls and those with disabilities." (PRSP of the Republic of Mozambique, 2006) | - No. of teachers attending training on inclusive education | |
Employment | Increase employment opportunities for people with disabilities | - Unemployment rate of people with disabilities |
Infrastructure | “Increased access to clean, affordable and safe water, sanitation, decent shelter and a safe and sustainable environment and thereby reduced vulnerability to environmental risks at all public institutions – schools, health centres, markets and public places, including access for the disabled.” (PRSP of the United Republic of Tanzania, 2005) | - Percentage of accessible public buildings |
Legislation | Ensure equal human rights for people with disabilities | - Existence of specific protection laws for people with disabilities |
More information
Tara Bedi et al. (2006): Beyond the numbers: understanding the institutions for monitoring poverty reduction strategies.
Nathalie Holvoet and Robrecht Renard (2005): Putting the new aid paradigm to work: challenges for monitoring and evaluation.
