standards for a competency-based approach to monitoring and
TRANSCRIPT
Standards for a Competency-based Approach to Monitoring and Evaluation Curricula & Trainings
10October
Standards for a Competency-based Approach to Monitoring and Evaluation Curricula & Trainings
02
Acknowledgements
This document was developed by [in alphabetical order]: Lela Baughman (ORC Macro), Andy Beke (University of Pretoria), Vanessa Brown (USG/OGAC), Gina Etheredge (FHI), Marelize Gorgens (World Bank), James Guwani (UNAIDS), David Hales (UNAIDS consult-ant/working group co-lead), Verne Kemerer (MEASURE Evaluation), Wuleta Lemma (Tulane University), Stephanie Mullen (MEASURE Evaluation), Masauso Nzima (UNAIDS/Eastern and Southern Africa Regional Support Team), Greet Peersman (Tulane University/working group co-lead), Cyril Pervilhac (WHO), Donna Podems (ORC Macro), Noreen Qualls (USG/CDC), and Karen White (University of California San Francisco).
Comments were received with thanks from [in alphabetical order]: Vincent Habiyambere (WHO), Eva Kiwango (UNAIDS), Silvio Martinelli (Global Fund), Scott McKeown (MEASURE Evaluation), Deborah Rugg (UNAIDS) and the members of the Monitoring and Evaluation Reference Group (13th Annual Meeting, November 2009).
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AIDS acquired immunodeficiency syndromeCDC Centers for Disease Control and PreventionFHI Family Health InternationalGlobal Fund Global Fund to Fight AIDS, Tuberculosis and MalariaHIV human immunodeficiency virusKSC knowledge, skills and competenciesM&E monitoring and evaluationMERG UNAIDS Monitoring and Evaluation Reference GroupOGAC United States Office of the Global AIDS CoordinatorPEPFAR United States President’s Emergency Plan for AIDS Relief USG United States GovernmentUNAIDS Joint United Nations Programme on HIV/AIDSUSAID United States Agency for International DevelopmentWHO World Health Organization
Acronyms
04
Contents
What is the purpose of this document? 5Who should use this document? 5What is the content of this document? 6Important background information 6
Introduction 8
What is capacity building in HIV monitoring and evaluation and why is it important? 8What is a competency-based approach to human resource capacity building? 11
Section 1. M&E Leadership Competencies 13What are the essential competencies for M&E leadership positions? 13How can these M&E leadership competencies be used? 13
Section 2. M&E Curriculum/Training Standards 30What are the standards for M&E curricula/trainings? 30How can these M&E curriculum/training standards be used? 30
References 36Appendix 1: M&E Glossary 37Appendix 2: Organizing Framework for a Functional National HIV M&E System 40
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What is the purpose of this document?This document provides standards for capacity building in monitoring and evaluation through human resource training. It addresses:
1. the essential competencies for those in M&E leadership positions, covering both technical and managerial competencies;
2. standards for the development and implementation of M&E curricula/trainings aim-ing to improve M&E competencies.
Who should use this document? The competencies and standards tools can be used by individuals working in monitoring and evaluation leadership positions including:
•those responsible for M&E of the HIV response (located in the National AIDS Coordinating Authority and/or the Ministry of Health or other government depart-ments);
•those responsible for M&E of national HIV prevention, treatment, care and support programmes;
•those in charge of M&E for Global Fund grants (i.e., principle recipients, sub- recipients)
•resident M&E advisors from international organisations (such as UNAIDS, WHO, USAID, CDC, MEASURE Evaluation) whose specific role is to support the National AIDS Coordinating Authority (or equivalent) in the establishment and maintenance of the national HIV M&E system;
•M&E leaders at subnational levels of government1 and in major nongovernmental and/or civil society organisations involved in the HIV response.
The tools can also be used by organisations developing and/or providing M&E curricula/trainings including:
•training institutions, universities and colleges who are working to integrate HIV M&E in public health and medical curricula;
•organisations developing courses on HIV M&E.
1 This does not refer to all decentralized government structures with some responsibility for HIV M&E, only to those who have a major (leadership) role in HIV M&E.
06
What is the content of this document?The document covers the following sections:
A brief introduction to the basic concepts of capacity building in general, and training in particular. It describes a knowledge, skills and competency (KSC) approach and the benefits of using this approach in human capacity building in general and monitoring and evaluation (M&E) curriculum/training development in particular.
Section 1 presents the essential competencies desired in M&E leadership positions. Com-petencies are defined in five priority areas: (1) M&E leadership; (2) data collection and data management; (3) evaluation; (4) data analysis, dissemination and use; and, (5) general man-agement. The competencies and related knowledge and skills are presented in the format of a self-assessment tool to encourage professional reflection and use in developing learn-ing objectives for trainings. They can also be used in the development of job descrptions for evaluation professionals.
Section 2 focuses on M&E capacity building through training. It provides standards for assessing the need for a new curriculum/training, for developing the content, and for delivering and evaluating M&E curricula/trainings. The standards are defined by a series of questions/statements which are presented in the format of an assessment tool to encour-age practical application in developing and improving curricula/trainings.
The glossary in Appendix 1 defines the key M&E terms used throughout the document.
Important background informationIn May 2009, UNAIDS organized a workshop “A Standardized Approach to the Develop-ment of Monitoring and Evaluation (M&E) Curricula and Training Materials” (New Orleans, 4-6 May 2009). The need for this workshop came from the acknowledgement that there is a wide range of M&E trainings available with an equally wide range of objectives, concepts, definitions, and approaches, often leading to duplication of effort and confusing, if not conflicting, messages. In a context where demand for M&E far outweighs the supply, the best approach to M&E capacity building is for organisations to work together. UNAIDS, in collaboration with its global, regional and national partners, aims to support a more standardized and coordinated approach to M&E training. The workshop, which brought together representatives from a range of organisations and selected experts involved in developing and conducting M&E trainings, was the first step in a longer-term collaborative process.The key follow-up tasks agreed by the workshop participants were:
1. to describe the essential competencies needed in M&E leadership positions (as the first target audience), which can be used as the basis for the development and refinement of curricula and training materials for this audience as well as generic job descriptions;
2. to develop standards for assessing M&E curricula/trainings.
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A working group was constituted to undertake these tasks and the resulting products are presented here. Rather than introducing new concepts and approaches, the group used published materials and experience from ongoing work in capacity building (HIV-specific and beyond) as its basis. Hence, this document draws on current best practices and aims to provide a user-friendly approach to building key competencies through M&E training.
As indicated above, Section 1 focuses on competencies for those in M&E leadership positions as the target audience. It is envisaged that further work will be done to address other M&E professionals as well as programme managers who need to know how to apply strategic information to be able to plan, manage and improve programmes. The M&E curricula/trainings standards provided in Section 2 are applicable to all curricula/trainings addressing M&E-related topics (both HIV-specific and beyond). Where available, tried-and-tested approaches endorsed by MERG, were used (e.g. Ghere (2006); Self-Assessment tools; see also references and appendices).
UNAIDS is keenly interested to continue to improve this document based on practical experience and feed-back is encouraged.
This document addresses human capacity building as part of M&E system strengthening. In recent years, UNAIDS and its partners, under the auspices of the M&E Reference Group (MERG), have developed a series of guidelines and standardized tools to support differ-ent aspects of M&E system strengthening. These are available on the UNAIDS website at: <http://www.unaids.org> or <http://www.globalhivmeinfo.org/AgencySites/Pages/MERG%20UNAIDS%20ME%20Reference%20Group.aspx>.
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What is capacity building in HIV monitoring and evaluation and why is it important?
Capacity building aims to improve the ability of persons, groups, organisations or systems to meet objectives, to address stakeholders’ needs and, ultimately, to perform better (Goodman et al., 1998; Horton et al., 2003; LaFond and Brown, 2003). Capacity building involves a planned, systematic and ongoing process with measurable performance objec-tives, defined outcomes, specific implementation strategies, and ways to measure capacity results and performance over time.
The purpose of capacity building in HIV monitoring and evaluation (M&E) is to improve the performance of the one national HIV M&E system2 (UNAIDS, 2008a). At a minimum, M&E system performance includes the production of timely, quality data about the HIV epidemic and response, and the use of data for evidence-informed decision-making. There are three levels at which capacity is required to ensure a fully functioning M&E system: the individual, organisational and system levels3. Improving capacity at one level may require concurrent interventions at other levels.
At the system level, it is important to define a national strategy for human capacity devel-opment and a detailed plan to coordinate the implementation of various M&E capacity building activities. The development of such a plan should be incorporated in the ongo-ing cycle of national strategic planning and implementation. Regular assessments4 which identify the strengths and weaknesses of the overall HIV M&E system and/or individual system components should be the basis for setting priorities in M&E capacity building. It is important that all M&E stakeholders agree on the priorities for capacity building to ensure commitment in addressing these.
2 This refers to achieving the ‘Third One’ as part of the ‘Three Ones’ principles (see: “Three Ones” key prin-ciples: “Coordination of National Responses to HIV/AIDS”. Guiding principles for national authorities and their partners. Geneva: UNAIDS, 2004). In this document, the one M&E system is also referred to as the unified M&E system.
3 The individual level refers to the individual job performance and behaviours/actions of staff with M&E respon-sibilities in the national AIDS programme; the organisational level refers to the infrastructure and operations that need to be in place within each organisation to support the collection, verification and use of data for programme management and accountability; and, the system level refers to the M&E functions across different organisations and how they interact, as well as the supportive policy and legal environment for M&E.
4 There are several standardized tools available to conduct an M&E assessment (see: Operational Guidance on the Selection of Tools & Approaches for the Assessment of HIV Monitoring and Evaluation Systems, Geneva: UNAIDS 2009; 12 Components Monitoring and Evaluation System Assessment Tool. Geneva: UNAIDS 2009.)
Introduction
09
Individual capacity building is ideally embedded in a larger organisational capacity build-ing approach which may include:
•Establishing a career path in M&E and professional development opportunities, in-cluding training, coaching and mentoring.
•Using a standardized tool and process for assessing individuals’ knowledge, skills and competencies as a basis for performance reviews and to determine professional development needs.
•Dedicating resources to career development such as providing funding and including opportunities for career development in individual work plans.
•Ensuring that any capacity building by external partners transfers knowledge, skills and/or competencies to individuals within the organisation.
•Developing a checklist for better management of M&E human resources and assess-ing managers’ performance annually against this checklist. Offering incentives to managers in terms of career advancement and public recognition for strong manage-ment performance.
The Guidance on capacity building for HIV monitoring and evaluation (UNAIDS, 2010) provides further information on actions that can be undertaken at the individual, organisa-tional and system levels to strengthen M&E capacity.
There is a range of capacity building strategies which may be employed including: leader-ship development; team-building; coaching; mentoring; exchange visits; technical assist-ance; and, short and long-term training. Thus, training is only one component of M&E capacity building, but it is an important one and many countries and organisations are in-volved in it. Of the 135 countries reporting on this indicator in the 2008 UNGASS reporting round, 70% had conducted M&E trainings at the national level and 46% at the subnational level (UNAIDS, 2008b). Training is often the starting point of a human capacity develop-ment process as it lays the foundation on which other capacity building approaches can build. This document focuses specifically on M&E trainings/curricula (Box 1).
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Box 1. Training and curriculum for capacity building at the individual levelIn the context of this document, we use ‘training’ in its broadest sense. Successful train-ing refers to the acquisition of knowledge, skills and/or competencies as a result of the teaching of knowledge and/or vocational or practical skills that relate to specific useful competencies.
Training can generally be categorized as:
•On-the-job training which takes place in the real work situation. The trainees learn to use tools, equipment, documents or other materials needed to enhance job performance.
•Off-the-job training typically takes place away from the workplace which has the advantage of allowing people to concentrate solely on the training.
and•Short-term training is often completed in less than one year. It may include a range
of options: seminars, workshops, continuing education, personal enrichment courses, non-credited and open enrolment courses.
•Long-term training typically takes one or more years to complete. It refers to formal education, instruction, and teaching leading to a professional degree or diploma. Education is a broad concept and refers to all experiences in which stu-dents can learn; Instruction refers to the intentional facilitation of learning towards specified goals, delivered either by an instructor or by other means; Teaching refers to the actions of an instructor to impart learning to the student.
Increasingly, computer-based or other technology-assisted distance-based training are being used (Zarrabain 2003; Teo and Gay, 2006).
‘Curriculum’ is used here as “a comprehensive, ongoing, cyclical process to determine the needs of a group of learners; develop objectives for a programme to address those needs; determine an appropriate syllabus, course structure, teaching methods, and materials; and carry out an evaluation of the programme” (Richards, 2001, p.2).
[Source: UNAIDS (2009a). Guidance on capacity building for HIV monitoring and evaluation. Geneva: UNAIDS.]
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What is a competency-based approach to human resource capacity building?The monitoring and evaluation (M&E) profession has developed as a field of practice rather than a traditional academic discipline. As such, there is no professionally recognized programme of study nor a standardized curriculum to develop M&E practitioners. M&E training tends to be included as a specialization within a traditional field of study (e.g. psychology, sociology, public health, demography, social work, education) rather than as a distinct programme with its own professional criteria. Evaluation professionals, thus, have a mixed history of educational and experiential backgrounds. A number of respected profes-sional M&E networks (such as the African, American and European Evaluation Associations) have developed relatively detailed principles, standards and/or ethics for evaluation pro-fessionals. However, there remains a lack of consensus regarding a definitive set of compe-tencies or a standardized curriculum.
The wide variety of available M&E trainings with an equally wide range of objectives, con-cepts, definitions, and approaches, have often led to duplication of effort and confusing, if not conflicting, messages. Hence, recent efforts to respond to the growing demand for HIV M&E practitioners have called for clearly defined core competencies for those working at different levels of the M&E system. The knowledge, skills and competencies (KSC) capac-ity building framework (Figure 1) supports the development of a comprehensive strategy for individual and organisational capacity building in M&E. The approach centers around: defining required KSCs for job performance; assessing the capacity of individuals against their respective job KSCs; and, implementing professional development in the context of improving the organisation’s overall knowledge capital.
Figure 1. KSC Capacity Building Framework
M&E Knowledge,
Skills & Competencies
(KSCs)
Individual KSCAssessment(e.g. UMAT)
Individual
KSC Gap Analysis
Organization
ProfessionalDevelopment Plan
Capacity BuildingStrategic Plan
Individualized TrainingPlan
Training materialsdevelopment
Curriculumdevelopment
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The KSC framework is rooted in the science of pedagogy. The foundational work of Robert Gagnè (1965) and David Merrill (Merrill, 2002) found that learning is best accomplished when the subject to be learned is broken down into the knowledge needed to do a task, the skills necessary to execute them and, in the advanced case, the competencies, which are a combination of skills and knowledge needed to execute complex tasks. Competen-cies are not only focused on the technical aspects to do a job well, but also on the mana-gerial and inter-personal aspects needed to function as a professional. As a pedagogical tool, the KSC framework differs from traditional instructional approaches by focusing on the learners’ outputs rather than the instructors’ inputs. Once the relevant KSCs have been determined, the next step is to develop specific learning objectives that correspond with the KSCs. The learning objectives need to be specific enough to be measurable (ideally, through direct and observable assessment) and should focus on aspects of learning that are recognized as important for a competent M&E practitioner. The learning objectives are then aligned to appropriate capacity building approaches including specific training modules/courses. The central aim is to use the learning objectives as the basis of an indi-vidual knowledge management strategy that is realized through a transparent, organisa-tional professional development programme with appropriate learning opportunities and adequate resources.
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What are the essential competencies for M&E leadership positions?Competencies are the combined knowledge and skills which individuals need to execute complex tasks in their professional endeavours.
Table 1 (see page 14) provides a list of essential competencies for M&E leadership posi-tions in the HIV response. Although there is a wide diversity of contexts in which M&E is conducted, as well as a wide diversity in the status of existing M&E systems, we consider these competencies to be applicable to all M&E leaders, including:
•those responsible for M&E of the HIV response (located in the National AIDS Coordi-nating Authority and/or the Ministry of Health or other government departments);
•those responsible for M&E of national HIV prevention, treatment, care and support programmes;
•those in charge of M&E for Global Fund grants (i.e., principle recipients, sub-recipi-ents)
•resident M&E advisors from international organisations (such as CDC, MEASURE Evaluation, UNAIDS, USAID, WHO) whose specific role is to support the National AIDS Coordinating Authority (or equivalent) in the establishment and maintenance of the national HIV M&E system;
•M&E leaders at subnational levels of government structures5 and in major nongovern-mental and/or civil society organisations involved in the HIV response.
How can these M&E leadership competencies be used?The M&E leadership competencies are provided in the format of a self-assessment tool (Tool 1) intended to do the following:
1. to increase awareness of the essential competencies (and associated knowledge and skills) that M&E leaders need in order to provide effective M&E leadership within the HIV response;
2. to self-assess personal competencies to initiate an individualised action plan for further professional development.
3. They can also be used for the development of job descriptions.4. The competencies can also be used by M&E curriculum/training developers and pro-
viders to help target curricula/trainings to M&E leadership audiences and as bench-marks for developing effective learning objectives for M&E curricula/trainings.
Important Note:Explicit reference is made to how each of the M&E leadership competencies is linked to the capacity of the overall HIV M&E system as described in the Organizing Framework for a Functional National HIV Monitoring and Evaluation System (UNAIDS, 2008a). This framework describes the 12 main components of a multi-sectoral HIV M&E system, and the performance goal and expected results for each component (see Appendix 2 for an overview of the 12 components).
5 This does not refer to all decentralized government structures with some responsibility for HIV M&E, only to those who have a major (leadership) role in HIV M&E.
Section 1. M&E Leadership Competencies
14
Table 1. Essential Competencies For M&E Leadership
1. M&E LEADERSHIP COMPETENCIES
1.1 Ability to develop and communicate a clear and compelling vision and mission for M&E.
1.2 Ability to manage the development of evidence-based, strategic and operational plans for the programme, including long and short-term goals and objectives, risk assessments and resource implications.
1.3 Ability to develop, regularly update, harmonize and communicate M&E plans that in-clude identified data needs, standardized indicators, data collection procedures and tools, as well as roles and responsibilities and budgets for implementing a functional M&E system.
1.4 Ability to integrate M&E planning and implementation processes of nongovernmen-tal / civil society organisations into the respective national processes.
1.5 Ability to manage the planning and implementation of activities to build M&E capac-ity at individual, organisational and system levels to support a unified and effective M&E system.
1.6 Ability to build and maintain partnerships among in-country and international stake-holders who have key roles in the operation of the M&E system.
2. DATA COLLECTION AND DATA MANAgEMENT COMPETENCIES
2.1 Ability to manage the implementation of policies and procedures for routine moni-toring, including reporting and data use for programme management and improve-ment.
2.2 Ability to manage population-based surveillance and/or surveys, including identifica-tion of data needs, data collection planning (including budgeting) and implementa-tion, data analysis, report writing, dissemination, feedback and data use.
2.3 Ability to manage the implementation of data quality assurance policies and proce-dures appropriate to the type of data and data source, including supportive supervi-sion and data auditing.
2.4 Ability to manage the implementation of data management systems and data sharing procedures.
3. EvALuATION COMPETENCIES
3.1 Ability to manage the process for developing and implementing a strategy and infra-structure to support relevant HIV evaluations with actionable results.
3.2 Ability to manage the evaluation process including the use of evaluation findings for programme improvement.
4. DATA ANALySIS, DISSEMINATION AND uSE COMPETENCIES
4.1 Ability to conduct and manage scientifically rigorous analyses of data relevant to the national HIV response, including national, subnational and programme level data.
4.2 Ability to manage the dissemination of information in a targeted and timely manner.4.3 Ability to identify, articulate and support strategic use of data for programme man-
agement and improvement.
5. gENERAL MANAgEMENT COMPETENCIES
5.1 Ability to make sound decisions and lead a team to achieve results.5.2 Ability to effectively negotiate funding for agreed-upon needs with a range of inter-
nal and external stakeholders.5.3 Ability to identify gaps in financial monitoring policies, procedures and systems and
to provide pragmatic recommendations for improvement.5.4 Ability to build networks within and outside the organisation to address agreed-upon
work priorities in an effective and efficient manner.5.5 Ability to negotiate effectively to gain agreement and commitment to ideas and ac-
tions.5.6 Ability to clearly articulate and communicate key messages about the work and the
performance of the organisation and to respond appropriately to communications from internal and external stakeholders.
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InstructionsFor those in M&E leadership positions:
•Consider each statement in the tool and use the scale to rate your own level of competency (i.e., entry/novice (a rating between 0 and 2); proficient/skilled (a rating between 2 and 4); or mastery/expert (a rating between 4 and 6).
•As this is a self-assessment aiming to identify your personal needs for capacity build-ing, it is important that you reflect critically on your competency level and neither under nor over-value your competency level.
•At the end of the self-assessment, summarize your key strengths and weaknesses and list concrete actions to be taken (i.e., short-term/long-term training, on-the-job/off-the-job training, and/or other capacity building approaches) for strengthening specific competencies considered critical to your job performance and a timeline over which to achieve improvements.
For those developing/improving M&E curricula/trainings:•Consider each statement in the tool and develop/improve the learning objectives for
the M&E curriculum/training so they are relevant and important to the M&E leader-ship audience, as well as specific and measurable.
•Use the learning objectives and the rating scale to assess the level of competency of participants before and after (immediate, medium-term, longer-term as appropriate) the training.
The rating scale for self-assessment has been validated and used extensively by Gail Ghere and colleagues (2006) in a ‘program evaluator competencies self-assessment tool’ as part of professional development sessions, graduate-level seminars, and introductory programme evaluation courses.
Tool 1: M&E Leadership Competency Self-Assessment Tool
0 1 2 3 4 5 6
Entry / Novice Proficient / Skilled Mastery / Expert
• Developingawareness/buildingknowledge
• Limitedrepertoire• Limitedexperience• Unawareofpotentialproblems• Unawareofquestionstoask
• Applyingknowledgeroutinely• Basicrepertoire• Moderateamountofexperi-
ence• Solvesproblemsastheyarise• Awareofquestionstoaskand
able to access resources to answer the questions
• Usingknowledgefluentlyandeffectively
• Advancedrepertoire• Extensiveexperience• Anticipatesproblemsbefore
they arise• Posesquestionstothefield• Soughtoutforinput
16 1. M
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tha
t in
clud
e id
entifi
ed d
ata
need
s, s
tand
ard
ized
in
dic
ato
rs, d
ata
colle
ctio
n p
roce
dur
es a
nd t
oo
ls, a
s w
ell a
s ro
les
and
resp
ons
ibili
ties
and
bud
get
s fo
r im
ple
men
ting
a fu
nctio
nal M
&E
sys
tem
.W
hy it
mat
ters
: The
3-5
yea
r M
&E
pla
n an
d a
nnua
l M&
E w
ork
pla
n d
escr
ibe
the
stra
teg
y an
d im
ple
men
tatio
n p
roce
dur
es fo
r co
llect
ing
, ana
lyz-
ing
and
usi
ng re
leva
nt d
ata
to e
nsur
e an
effe
ctiv
e an
d e
ffici
ent
AID
S p
rog
ram
me
and
to
be
acco
unta
ble
to
sta
keho
lder
s. [L
inks
to H
IV M
&E
syst
em
com
pon
ents
1, 3
, 4, 5
, and
12]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
M&
E t
erm
ino
log
y an
d c
onc
eptu
al fr
amew
ork
s an
d t
heir
utili
ty in
est
ablis
hing
a c
om
mo
n ap
pro
ach
to d
evel
op
ing
one
HIV
M&
E s
yste
m.
0 1
2 3
4 5
6
Is k
now
led
gea
ble
ab
out
qua
ntita
tive
met
hod
s an
d t
heir
role
in e
stab
lishi
ng a
co
mp
rehe
nsiv
e M
&E
ap
pro
ach
for
the
pro
gra
mm
e.0
1 2
3 4
5 6
18
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
qua
litat
ive
met
hod
s an
d t
heir
role
in e
stab
lishi
ng a
co
mp
rehe
nsiv
e M
&E
ap
pro
ach
for
the
pro
gra
mm
e.0
1 2
3 4
5 6
Dev
elo
ps
an e
vid
ence
-bas
ed p
rog
ram
me
log
ic m
od
el a
nd u
ses
it as
a m
anag
e-m
ent
too
l fo
r ap
pro
pria
te m
oni
torin
g a
nd e
valu
atio
n o
f the
pro
gra
mm
e.0
1 2
3 4
5 6
Man
ages
a c
oo
rdin
ated
and
par
ticip
ato
ry p
roce
ss fo
r M
&E
pla
nnin
g li
nked
to
th
e p
rog
ram
me
stra
teg
ic p
lan,
incl
udin
g p
erio
dic
M&
E c
apac
ity a
sses
smen
ts
and
per
form
ance
mo
nito
ring
.0
1 2
3 4
5 6
Iden
tifies
the
inte
rest
s o
f rel
evan
t st
akeh
old
ers
and
det
erm
ines
the
ir in
form
atio
n ne
eds.
0 1
2 3
4 5
6
Iden
tifies
sta
ndar
diz
ed in
dic
ato
rs t
hat
are
rele
vant
, fea
sib
le a
nd in
line
with
g
lob
al s
tand
ard
s an
d d
eter
min
es a
pp
rop
riate
tar
get
s.0
1 2
3 4
5 6
Iden
tifies
fina
ncia
l and
hum
an re
sour
ces
need
ed t
o im
ple
men
t th
e M
&E
pla
n an
d s
ecur
es a
deq
uate
reso
urce
s.0
1 2
3 4
5 6
Inte
gra
tio
n o
f M
&E
act
ivit
ies
of
nong
ove
rnm
enta
l / c
ivil
soci
ety
org
anis
atio
nsC
om
pet
ency
1.4
: Ab
ility
to
inte
gra
te M
&E
pla
nnin
g a
nd im
ple
men
tatio
n p
roce
sses
of n
ong
ove
rnm
enta
l/ci
vil s
oci
ety
org
anis
atio
ns in
to t
he re
spec
-tiv
e na
tiona
l pro
cess
es.
Why
it m
atte
rs: M
&E
dat
a co
llect
ion
by
nong
ove
rnm
enta
l/ci
vil s
oci
ety
org
anis
atio
ns –
as k
ey s
ervi
ce p
rovi
der
s, is
an
esse
ntia
l co
mp
one
nt in
ach
iev-
ing
a c
om
pre
hens
ive
and
uni
fied
M&
E s
yste
m. [
Link
s to
HIV
M&
E sy
stem
com
pon
ents
3 a
nd 7
]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Dev
elo
ps
and
imp
lem
ents
po
licie
s an
d p
roce
dur
es t
o in
teg
rate
M&
E a
ctiv
ities
o
f no
ngo
vern
men
tal/
civi
l so
ciet
y o
rgan
isat
ions
into
the
uni
fied
nat
iona
l M&
E
syst
em.
0 1
2 3
4 5
6
19 Cap
acit
y b
uild
ing
Co
mp
eten
cy 1
.5: A
bili
ty t
o m
anag
e th
e p
lann
ing
and
imp
lem
enta
tion
of a
ctiv
ities
to
bui
ld M
&E
cap
acity
at
ind
ivid
ual,
org
anis
atio
nal a
nd s
yste
m
leve
ls t
o s
upp
ort
a u
nifie
d a
nd e
ffect
ive
natio
nal M
&E
sys
tem
.W
hy it
mat
ters
: Cap
acity
bui
ldin
g is
a p
roce
ss fo
r im
pro
ving
the
ab
ility
of p
erso
ns, g
roup
s, o
rgan
isat
ions
or
syst
ems
to m
eet
ob
ject
ives
, ad
dre
ss
stak
eho
lder
s’ n
eed
s an
d, u
ltim
atel
y, p
erfo
rm b
ette
r. C
apac
ity b
uild
ing
invo
lves
an
ong
oin
g, s
yste
mat
ic a
nd p
lann
ed p
roce
ss w
ith m
easu
rab
le p
er-
form
ance
ob
ject
ives
, defi
ned
out
com
es, i
mp
lem
enta
tion
stra
teg
ies
and
way
s to
mea
sure
cap
acity
bui
ldin
g o
utco
mes
and
per
form
ance
ove
r tim
e.
[Lin
ks to
HIV
M&
E sy
stem
com
pon
ents
1, 2
and
3]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
M&
E c
apac
ity b
uild
ing
ap
pro
ache
s to
lead
the
dev
el-
op
men
t o
f an
effe
ctiv
e M
&E
cap
acity
bui
ldin
g p
lan.
0 1
2 3
4 5
6
Lead
s th
e d
evel
op
men
t o
f an
effe
ctiv
e M
&E
cap
acity
bui
ldin
g p
lan
incl
udin
g
per
form
ance
ob
ject
ives
at
ind
ivid
ual,
org
anis
atio
nal a
nd (w
here
ap
pro
pria
te)
syst
em le
vels
.0
1 2
3 4
5 6
Iden
tifies
fina
ncia
l and
hum
an re
sour
ces
need
ed t
o im
ple
men
t th
e M
&E
ca
pac
ity b
uild
ing
pla
n an
d s
ecur
es a
deq
uate
reso
urce
s.0
1 2
3 4
5 6
Co
ord
inat
es t
he a
cqui
sitio
n o
f the
co
mp
one
nts
req
uire
d t
o im
ple
men
t th
e M
&E
ca
pac
ity b
uild
ing
pla
n (e
.g. t
rain
ing
co
urse
s, t
echn
ical
ass
ista
nce)
and
mo
nito
rs/
eval
uate
s p
erfo
rman
ce.
0 1
2 3
4 5
6
20 Par
tner
ship
sC
om
pet
ency
1.6
: Ab
ility
to
bui
ld a
nd m
aint
ain
par
tner
ship
s am
ong
in-c
oun
try
and
inte
rnat
iona
l sta
keho
lder
s w
ho h
ave
key
role
s in
the
op
erat
ion
of t
he M
&E
sys
tem
.W
hy it
mat
ters
: It
is im
po
rtan
t th
at a
ll st
akeh
old
ers
in H
IV M
&E
wo
rk t
og
ethe
r to
avo
id d
uplic
atio
n o
f effo
rt a
nd t
o e
stab
lish
a co
mm
unic
atio
n m
echa
nism
tha
t al
low
s fo
r in
form
atio
n sh
arin
g a
nd re
po
rtin
g w
ithin
and
am
ong
org
anis
atio
ns. [
Link
s to
HIV
M&
E sy
stem
com
pon
ent 3
]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Bui
lds
pro
fess
iona
l rel
atio
nshi
ps
with
key
M&
E p
artn
ers
ensu
ring
the
via
bili
ty
and
qua
lity
of t
he p
artn
ersh
ip t
o e
nhan
ce c
oo
rdin
atio
n an
d c
olla
bo
ratio
n.0
1 2
3 4
5 6
2. D
ATA
CO
LLE
CTI
ON
AN
D D
ATA
MA
NA
gE
ME
NT
Ro
utin
e p
rog
ram
me
mo
nito
ring
Co
mp
eten
cy 2
.1: A
bili
ty t
o m
anag
e th
e im
ple
men
tatio
n o
f po
licie
s an
d p
roce
dur
es fo
r ro
utin
e m
oni
torin
g, i
nclu
din
g re
po
rtin
g a
nd d
ata
use
for
pro
gra
mm
e m
anag
emen
t an
d im
pro
vem
ent.
Why
it m
atte
rs: O
rgan
isat
ions
with
resp
ons
ibili
ty fo
r sp
ecifi
c p
rog
ram
mes
nee
d a
rout
ine
syst
em t
o t
rack
the
dem
and
for
and
sup
ply
of s
ervi
ces
(bo
th fa
cilit
y an
d c
om
mun
ity-b
ased
) and
the
qua
lity
of s
ervi
ces.
Sta
ndar
diz
ed d
ata
on
inp
uts,
act
iviti
es, a
nd o
utp
uts
need
to
be
rout
inel
y co
llect
ed,
agg
reg
ated
, rep
ort
ed a
nd u
sed
for
effe
ctiv
e an
d e
ffici
ent
pro
gra
mm
e m
anag
emen
t, p
rog
ram
me
imp
rove
men
t an
d a
cco
unta
bili
ty fo
r re
sour
ces
used
. [Li
nks
to H
IV M
&E
syst
em c
omp
onen
ts 7
and
12]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
the
role
of a
nd p
roce
dur
es a
nd t
oo
ls fo
r ro
utin
e
mo
nito
ring
incl
udin
g e
thic
al, c
onfi
den
tialit
y an
d s
ecur
ity re
qui
rem
ents
.0
1 2
3 4
5 6
Man
ages
the
dev
elo
pm
ent
of f
unct
iona
l dat
a co
llect
ion,
dat
a tr
ansf
er a
nd d
ata
rep
ort
ing
mec
hani
sms
incl
udin
g s
tand
ard
ized
to
ols
, op
erat
iona
l gui
del
ines
and
o
rgan
isat
iona
l res
po
nsib
ilitie
s.0
1 2
3 4
5 6
21 Surv
eilla
nce
and
sur
veys
Co
mp
eten
cy 2
.2: A
bili
ty t
o m
anag
e p
op
ulat
ion-
bas
ed s
urve
illan
ce a
nd/o
r su
rvey
s (o
f the
gen
eral
po
pul
atio
n an
d m
ost
-at-
risk
po
pul
atio
ns),
incl
ud-
ing
iden
tifica
tion
of d
ata
need
s, d
ata
colle
ctio
n p
lann
ing
(inc
lud
ing
bud
get
ing
) and
imp
lem
enta
tion,
dat
a an
alys
is, r
epo
rt w
ritin
g, d
isse
min
atio
n,
feed
bac
k an
d d
ata
use.
Why
it m
atte
rs: B
iolo
gic
al a
nd b
ehav
iour
al s
urve
illan
ce/s
urve
ys a
re e
ssen
tial t
o d
eter
min
e th
e d
river
s an
d t
he p
atte
rns
of t
he H
IV e
pid
emic
, as
wel
l as
the
imp
act
of t
he H
IV re
spo
nse.
Tim
ely,
hig
h-q
ualit
y d
ata
fro
m s
urve
illan
ce a
nd s
urve
ys t
hat
add
ress
the
crit
ical
info
rmat
ion
need
s ar
e es
sent
ial
for
the
man
agem
ent
and
co
ntin
uous
imp
rove
men
t o
f nat
iona
l and
sub
natio
nal p
rog
ram
mes
. [Li
nks
to H
IV M
&E
syst
em c
omp
onen
ts 8
and
12]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
the
role
of a
nd p
roce
dur
es fo
r su
rvei
llanc
e an
d s
urve
ys
incl
udin
g e
thic
al, c
onfi
den
tialit
y an
d s
ecur
ity re
qui
rem
ents
.0
1 2
3 4
5 6
Iden
tifies
sp
ecifi
c d
ata
need
s to
be
add
ress
ed b
y su
rvei
llanc
e an
d/o
r su
rvey
s.0
1 2
3 4
5 6
Man
ages
the
dat
a co
llect
ion
pla
nnin
g (i
nclu
din
g b
udg
etin
g) a
nd im
ple
men
tatio
n (in
clud
ing
ad
here
nce
to e
thic
al, c
onfi
den
tialit
y an
d s
ecur
ity re
qui
rem
ents
).0
1 2
3 4
5 6
Dat
a q
ualit
y as
sura
nce
Co
mp
eten
cy 2
.3: A
bili
ty t
o m
anag
e th
e im
ple
men
tatio
n o
f dat
a q
ualit
y as
sura
nce
po
licie
s an
d p
roce
dur
es a
pp
rop
riate
to
the
typ
e o
f dat
a an
d
dat
a so
urce
, inc
lud
ing
sup
po
rtiv
e su
per
visi
on
and
dat
a au
diti
ng.
Why
it m
atte
rs: I
t is
imp
orta
nt to
be
confi
den
t in
the
qua
lity
of th
e d
ata
to a
void
mis
lead
ing
dec
isio
n-m
akin
g. [
Link
s to
HIV
M&
E sy
stem
com
pone
nt 1
0]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
dat
a q
ualit
y co
ntro
l sta
ndar
ds
and
pro
ced
ures
.0
1 2
3 4
5 6
Dev
elo
ps
and
imp
lem
ents
pro
ced
ures
for
dat
a q
ualit
y co
ntro
l in
line
with
na
tiona
l/in
tern
atio
nal s
tand
ard
s.0
1 2
3 4
5 6
Iden
tifies
and
sec
ures
fina
ncia
l and
hum
an re
sour
ces
to im
ple
men
t co
rrec
tive
follo
w-u
p a
ctio
ns w
here
nee
ded
.0
1 2
3 4
5 6
22 Dat
a m
anag
emen
t sy
stem
sC
om
pet
ency
2.4
: Ab
ility
to
man
age
the
imp
lem
enta
tion
of d
ata
man
agem
ent
syst
ems
and
dat
a sh
arin
g p
roce
dur
es.
Why
it m
atte
rs: L
inke
d H
IV d
atab
ases
are
imp
ort
ant
to e
nab
le s
take
hold
ers
to a
cces
s re
leva
nt d
ata
for
po
licy
form
ulat
ion
and
pro
gra
mm
e m
anag
emen
t an
d im
pro
vem
ent.
[Lin
ks to
HIV
M&
E sy
stem
com
pon
ents
9 a
nd 1
2]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
bas
ic d
ata
man
agem
ent
incl
udin
g s
cien
tific,
eth
ical
, co
nfid
entia
lity
and
sec
urity
req
uire
men
ts.
0 1
2 3
4 5
6
Iden
tifies
dat
a m
anag
emen
t g
aps
(rela
ted
to
dat
a en
try,
dat
a tr
ansf
er, d
ata
sto
r-ag
e an
d d
ata
anal
ysis
) and
man
ages
enh
ance
men
ts.
0 1
2 3
4 5
6
3. E
vA
LuA
TIO
N
Des
ign
and
met
hod
s in
eva
luat
ion
rese
arch
and
pro
gra
m e
valu
atio
nC
om
pet
ency
3.1
: Ab
ility
to
man
age
the
pro
cess
for
dev
elo
pin
g a
nd im
ple
men
ting
a s
trat
egy
and
infr
astr
uctu
re t
o s
upp
ort
rele
vant
HIV
eva
luat
ions
w
ith a
ctio
nab
le re
sults
.W
hy it
mat
ters
: Eva
luat
ion
is a
n es
sent
ial c
om
po
nent
of a
co
mp
rehe
nsiv
e M
&E
ap
pro
ach.
Ap
pro
pria
te u
se o
f eva
luat
ion
find
ing
s en
sure
s th
at t
he
pla
nnin
g o
f the
HIV
pro
gra
mm
e is
bas
ed o
n th
e b
est
avai
lab
le e
vid
ence
and
gui
des
ong
oin
g im
pro
vem
ent.
[Lin
ks to
HIV
M&
E sy
stem
com
pon
ents
11
and
12]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
the
ass
ump
tions
, the
orie
s, c
onc
epts
, ter
ms
and
des
igns
us
ed in
eva
luat
ion.
0 1
2 3
4 5
6
Man
ages
a c
olla
bo
rativ
e p
roce
ss fo
r th
e d
evel
op
men
t o
f an
eval
uatio
n st
rate
gy
and
a s
pec
ific
agen
da
for
eval
uatio
ns t
hat
are
bo
th re
leva
nt a
nd fo
cuse
d o
n ac
tiona
ble
resu
lts.
0 1
2 3
4 5
6
23
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Bui
lds
par
tner
ship
s to
sus
tain
an
infr
astr
uctu
re fo
r co
nduc
ting
eva
luat
ions
.0
1 2
3 4
5 6
Dev
elo
ps
and
imp
lem
ents
a m
echa
nism
to
sup
po
rt d
isse
min
atio
n o
f eva
luat
ion
find
ing
s an
d t
heir
use
for
pro
gra
mm
e im
pro
vem
ent.
0 1
2 3
4 5
6
Eva
luat
ion
man
agem
ent
Co
mp
eten
cy 3
.2: A
bili
ty t
o m
anag
e th
e ev
alua
tion
pro
cess
incl
udin
g t
he u
se o
f eva
luat
ion
find
ing
s fo
r p
rog
ram
me
imp
rove
men
t.W
hy it
mat
ters
: Eva
luat
ions
nee
d t
o b
e d
esig
ned
to
ad
dre
ss p
riorit
y q
uest
ions
ab
out
the
pro
gra
mm
e to
max
imiz
e th
eir
utili
ty fo
r p
rog
ram
me
dec
isio
n m
akin
g a
nd im
ple
men
ted
with
rig
our
to
ens
ure
valid
ity o
f the
resu
lts. [
Link
s to
HIV
M&
E sy
stem
com
pon
ents
11
and
12]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
pro
fess
iona
l eva
luat
ion
stan
dar
ds
incl
udin
g e
thic
al,
confi
den
tialit
y an
d s
ecur
ity re
qui
rem
ents
.0
1 2
3 4
5 6
Man
ages
the
dev
elo
pm
ent
of t
he t
erm
s o
f ref
eren
ce fo
r th
e ev
alua
tion
in a
cco
rdan
ce t
o p
rofe
ssio
nal e
valu
atio
n st
and
ard
s an
d a
dhe
renc
e to
the
im
ple
men
tatio
n sc
hed
ule.
0 1
2 3
4 5
6
Art
icul
ates
ho
w t
he fi
ndin
gs
fro
m e
valu
atio
n st
udie
s ca
n b
e us
ed t
o im
pro
ve
pro
gra
mm
es.
0 1
2 3
4 5
6
24 4. D
ATA
AN
ALy
SIS,
DIS
SEM
INA
TIO
N A
ND
uSE
Dat
a an
alys
isC
om
pet
ency
4.1
: Ab
ility
to
co
nduc
t an
d m
anag
e sc
ient
ifica
lly r
igo
rous
ana
lyse
s o
f dat
a re
leva
nt t
o t
he n
atio
nal H
IV re
spo
nse,
incl
udin
g n
atio
nal,
sub
natio
nal a
nd p
rog
ram
me
leve
l dat
a.W
hy it
mat
ters
: Dat
a co
nsis
t o
f a la
rge
amo
unt
of f
acts
with
out
co
ntex
t. T
he s
ynth
esis
and
ana
lysi
s o
f dat
a b
ring
s tr
ansf
orm
atio
n an
d re
leva
nce
to
gen
erat
e in
form
atio
n th
at a
llow
s un
der
stan
din
g o
f the
AID
S p
rog
ram
me.
[Lin
ks t
o H
IV M
&E
sys
tem
co
mp
one
nt 1
2]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Use
s m
etho
ds
app
rop
riate
for
the
anal
ysis
of q
uant
itativ
e an
d/o
r q
ualit
ativ
e d
ata
and
inte
rpre
tatio
n o
f res
ults
.0
1 2
3 4
5 6
Dev
elo
ps
and
imp
lem
ents
the
ana
lysi
s p
lan
for
rout
ine
mo
nito
ring
dat
a.0
1 2
3 4
5 6
Is k
now
led
gea
ble
ab
out
the
bas
ic c
onc
epts
and
the
role
of d
ata
mo
del
ling
.0
1 2
3 4
5 6
Is k
now
led
gea
ble
ab
out
the
bas
ic c
onc
epts
of d
ata
tria
ngul
atio
n.0
1 2
3 4
5 6
Man
ages
the
pro
cess
of d
ata
tria
ngul
atio
n to
ans
wer
key
que
stio
ns a
bo
ut t
he
AID
S p
rog
ram
me.
0 1
2 3
4 5
6
25 Dat
a d
isse
min
atio
n C
om
pet
ency
4.2
: Ab
ility
to
man
age
the
dis
sem
inat
ion
of i
nfo
rmat
ion
in a
tar
get
ed a
nd t
imel
y m
anne
r.W
hy it
mat
ters
: It
is a
n im
per
ativ
e fo
r d
ata/
info
rmat
ion
to b
e d
isse
min
ated
in t
he a
pp
rop
riate
form
at a
nd in
a t
imel
y m
anne
r to
rele
vant
dec
isio
n m
aker
s. D
isse
min
atio
n ne
eds
to b
e p
lann
ed fo
r an
d a
deq
uate
reso
urce
s ne
ed t
o b
e av
aila
ble
to
ens
ure
a sy
stem
atic
and
effe
ctiv
e ef
fort
. [Li
nks
to
HIV
M&
E sy
stem
com
pon
ent 1
2]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
the
sp
ecifi
c d
ata
need
s o
f key
dec
isio
n m
aker
s an
d h
ow
to
resp
ond
to
the
m.
0 1
2 3
4 5
6
Dev
elo
ps
and
imp
lem
ents
po
licie
s an
d p
roce
dur
es fo
r d
ata
shar
ing
, dat
a d
isse
min
atio
n an
d fe
edb
ack
to re
leva
nt s
take
hold
ers
(suc
h as
the
sur
veye
d
po
pul
atio
n, p
rog
ram
me
man
ager
s, p
olic
y-m
aker
s, t
he g
ener
al p
ublic
) inc
lud
ing
et
hica
l, co
nfid
entia
lity
and
sec
urity
req
uire
men
ts.
0 1
2 3
4 5
6
Man
ages
the
pro
duc
tion
and
dis
sem
inat
ion
of a
var
iety
of i
nfo
rmat
ion
pro
duc
ts
tailo
red
to
sp
ecifi
c au
die
nces
.0
1 2
3 4
5 6
Dat
a us
e C
om
pet
ency
4.3
: Ab
ility
to
iden
tify,
art
icul
ate
and
sup
po
rt s
trat
egic
use
of d
ata
for
pro
gra
mm
e m
anag
emen
t an
d im
pro
vem
ent.
Why
it m
atte
rs: T
he m
ost
imp
ort
ant
reas
on
for
M&
E is
the
use
of t
he in
form
atio
n g
ener
ated
to
gui
de
po
licy
form
ulat
ion
and
pro
gra
mm
e m
anag
emen
t an
d im
pro
vem
ent.
Reg
ular
and
ap
pro
pria
te u
se o
f inf
orm
atio
n cr
eate
s d
eman
d fo
r q
ualit
y d
ata
that
in t
urn
mo
tivat
es a
nd e
nerg
izes
M
&E
act
iviti
es a
s p
art
of t
he n
atio
nal H
IV M
&E
sys
tem
. [Li
nks
to H
IV M
&E
syst
em c
omp
onen
t 12]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Is k
now
led
gea
ble
ab
out
new
dev
elo
pm
ents
in t
he H
IV e
pid
emic
and
resp
ons
e an
d t
heir
imp
licat
ions
for
AID
S p
rog
ram
mes
.0
1 2
3 4
5 6
Art
icul
ates
the
imp
licat
ions
of fi
ndin
gs
fro
m ro
utin
e m
oni
torin
g a
nd e
valu
atio
n st
udie
s an
d h
ow
the
y ca
n b
e ap
plie
d fo
r p
rog
ram
me
imp
rove
men
t.0
1 2
3 4
5 6
26 5. g
EN
ER
AL
MA
NA
gE
ME
NT
Lead
ersh
ip/t
eam
man
agem
ent
Co
mp
eten
cy 5
.1: A
bili
ty t
o m
ake
soun
d d
ecis
ions
and
lead
a t
eam
to
ach
ieve
resu
lts.
Why
it m
atte
rs: A
s le
ader
s, m
anag
ers
carr
y fo
rwar
d t
he v
isio
n an
d m
issi
on
of t
he o
rgan
isat
ion.
The
lead
er g
uid
es h
is/h
er u
nit
thro
ugh
chan
ges
an
d t
rans
itio
ns, d
isp
lay
soun
d ju
dg
men
ts c
om
bin
ed w
ith re
adin
ess
to a
ct in
a d
ecis
ive
and
tim
ely
fash
ion,
and
is p
rep
ared
to
tak
e ca
lcul
ated
ris
ks
and
acc
ept
resp
ons
ibili
ty fo
r th
e co
nseq
uenc
es. T
he le
ader
als
o a
chie
ves
resu
lts t
hro
ugh
oth
ers.
Team
wo
rkin
g re
cog
nize
s th
at t
he t
eam
as
a w
hole
is g
reat
er t
han
the
sum
of i
ndiv
idua
l mem
ber
s. It
enc
our
ages
po
olin
g o
f tal
ents
, ski
lls a
nd
tech
niq
ues,
sha
ring
of i
dea
s, a
nd le
arni
ng fr
om
oth
ers.
Tea
m w
ork
als
o e
nhan
ces
the
chan
ces
of s
ucce
ssfu
l co
mp
letio
n o
f tas
ks b
y us
ing
co
mb
ina-
tions
of e
xper
tise
acco
rdin
g t
o t
he n
eed
s o
f the
situ
atio
n. [L
inks
to H
IV M
&E
syst
em c
omp
onen
ts 1
and
2]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Mak
es s
oun
d a
nd t
imel
y m
anag
eria
l dec
isio
ns t
hat
are
cons
iste
nt w
ith t
he
org
anis
atio
n’s
visi
on
and
mis
sio
n.0
1 2
3 4
5 6
Ass
umes
resp
ons
ibili
ty a
nd a
ccep
ts a
cco
unta
bili
ty fo
r d
ecis
ions
.0
1 2
3 4
5 6
Bui
lds
a m
utua
lly s
upp
ort
ive
team
in w
hich
all
team
mem
ber
s ar
e m
otiv
ated
and
en
cour
aged
to
mak
e th
eir
cont
ribut
ion.
0 1
2 3
4 5
6
Seek
s o
ther
s’ v
iew
s an
d id
eas
and
resp
ects
the
ir co
ntrib
utio
n.0
1 2
3 4
5 6
Brin
gs
pro
ble
ms
out
in t
he o
pen
and
act
ivel
y se
eks
thei
r re
solu
tion.
0 1
2 3
4 5
6
Pro
vid
es a
dvi
ce in
a m
anne
r th
at a
llow
s fo
r m
utua
l sha
ring
and
lear
ning
.0
1 2
3 4
5 6
27 Fina
ncia
l res
our
ce m
ob
ilisa
tio
n an
d fi
nanc
ial t
rack
ing
(1) F
inan
cial
res
our
ce m
ob
iliza
tio
nC
om
pet
ency
5.2
: Ab
ility
to
effe
ctiv
ely
neg
otia
te fu
ndin
g fo
r ag
reed
-up
on
need
s w
ith a
ran
ge
of i
nter
nal a
nd e
xter
nal s
take
hold
ers.
Why
it m
atte
rs: A
deq
uate
fina
ncia
l res
our
ces
are
esse
ntia
l to
est
ablis
h an
d m
aint
ain
a co
mp
rehe
nsiv
e M
&E
ap
pro
ach
for
the
AID
S p
rog
ram
me.
[L
inks
to H
IV M
&E
syst
em c
omp
onen
ts 1
and
6]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Just
ifies
and
art
icul
ates
the
nee
d fo
r fin
anci
al re
sour
ces
in li
ne w
ith t
he
org
anis
atio
nal r
eso
urce
s an
d t
he p
rog
ram
me’
s p
riorit
y ne
eds.
0 1
2 3
4 5
6
(2) F
inan
cial
mo
nito
ring
Co
mp
eten
cy 5
.3: A
bili
ty t
o id
entif
y g
aps
in fi
nanc
ial m
oni
torin
g p
olic
ies,
pro
ced
ures
and
sys
tem
s an
d t
o p
rovi
de
pra
gm
atic
reco
mm
end
atio
ns fo
r im
pro
vem
ent.
Why
it m
atte
rs: A
ccur
ate
trac
king
of fi
nanc
ial r
eso
urce
s is
ess
entia
l to
ens
ure
acco
unta
bili
ty t
o in
tern
al a
nd e
xter
nal o
rgan
isat
ions
pro
vid
ing
the
fu
ndin
g a
nd t
o a
sses
s an
d g
uid
e ev
iden
ce-b
ased
reso
urce
allo
catio
n. [L
inks
to H
IV M
&E
syst
em c
omp
onen
ts 5
and
7]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Ass
esse
s th
e ap
pro
pria
tene
ss a
nd e
ffect
iven
ess
of r
eso
urce
allo
catio
ns.
0 1
2 3
4 5
6
Ass
esse
s th
e ex
tent
to
whi
ch e
xist
ing
fina
ncia
l mo
nito
ring
pro
ced
ures
and
sy
stem
s ar
e tr
ansp
aren
t an
d a
cco
unta
ble
and
art
icul
ates
feas
ible
enh
ance
men
ts.
0 1
2 3
4 5
6
28 Co
ord
inat
ion
and
co
llab
ora
tio
nC
om
pet
ency
5.4
: Ab
ility
to
bui
ld n
etw
ork
s w
ithin
and
out
sid
e th
e o
rgan
isat
ion
to a
dd
ress
ag
reed
-up
on
wo
rk p
riorit
ies
in a
n ef
fect
ive
and
effi
cien
t m
anne
r.W
hy it
mat
ters
: With
in t
he c
ont
ext
of l
imite
d re
sour
ces
and
resp
ons
ible
man
agem
ent,
ap
pro
pria
te c
oo
rdin
atio
n an
d c
olla
bo
ratio
n is
req
uire
d t
o
min
imiz
e d
uplic
atio
n o
f effo
rt a
nd t
o d
raw
on
the
stre
ngth
s o
f oth
er in
div
idua
ls/o
rgan
isat
ions
to
ach
ieve
the
bes
t p
oss
ible
pro
duc
ts. [
Link
s to
HIV
M
&E
syst
em c
omp
onen
ts 1
and
3]
Ent
ry /
No
vice
Pro
ficie
nt /
Ski
lled
Mas
tery
/ E
xper
t
Insp
ires,
influ
ence
s an
d m
otiv
ates
oth
ers
to e
ngag
e an
d p
erfo
rm e
ffect
ivel
y to
war
ds
achi
evin
g c
om
mo
n g
oal
s.0
1 2
3 4
5 6
Co
nsul
ts w
ith re
leva
nt p
artn
ers
and
inco
rpo
rate
s th
eir
view
s in
a t
rans
par
ent
and
ap
pro
pria
te m
anne
r.0
1 2
3 4
5 6
Tran
slat
es id
eas
and
op
po
rtun
ities
into
real
istic
pla
ns a
nd a
ctio
ns w
ith a
gre
ed-
upo
n ro
les
and
resp
ons
ibili
ties.
0 1
2 3
4 5
6
Neg
oti
atio
nC
om
pet
ency
5.5
: Ab
ility
to
neg
otia
te e
ffect
ivel
y to
gai
n ag
reem
ent
and
co
mm
itmen
t to
idea
s an
d a
ctio
ns.
Why
it m
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2 3
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SELF
-ASS
ESS
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NT
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OW
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Wha
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em
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prio
rity
ind
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ual n
eed
s.
30
What are the standards for M&E curricula/trainings?The purpose of the curriculum/training standards tool (Tool 2) is:
•to provide guidance to curriculum/training developers on core issues that should be addressed in the development process and reflected in the finished product;
•to provide a tool for individuals and organisations that want to evaluate curricula/trainings before investing any time and/or resources in them.
There are five distinct standards for developing and/or evaluating all types of curricula/trainings:
1. It is needed and useful.2. It has technical merit.3. It is coherent and balanced.4. It has been field tested or used operationally.5. It incorporates evaluation and follow-up activities.
Each of the five standards uses a series of questions and/or statements to determine if a curriculum/training meets that standard.
How can these M&E curriculum/training standards be used?Each of the questions/statements that define a particular standard require only a ‘yes’ or ‘No’ response.
For curriculum/training developers, the objective is to answer ‘yes’ to each question/state-ment for any newly developed curriculum/training. Any ‘No’ answers are an indication of a shortcoming in the value and/or quality of the curriculum/training or the processes used to ensure that value and/or quality.
For curriculum/training users, the objective is to identify curricula/trainings with the greatest number of ‘yes’ answers to the various questions/statements, knowing that few available curricula/trainings will receive a ‘yes’ answer to all the questions. With existing curricula/trainings, the standards can help identify the relative strengths and weaknesses of different curricula/trainings, enabling users to select those curricula/trainings that best match their needs.
For both developers and users of M& curricula/trainings, it is important to note that the standards were designed to apply to all types of M&E curricula and trainings.
UNAIDS is interested in receiving feedback on the utility of this Standards Tool. For more information on how to provide feedback please contact UNAIDS at www.unaids.org, Re-sponse Monitoring and Analysis (RMA) Team
Section 2. M&E Curriculum/Training Standards
31
STANDARD 1: THE CuRRICuLuM/TRAININg IS NEEDED AND uSEFuLWhy is Standard 1 important? As efforts intensify to improve and increase the capa city of M&E professionals globally, it is essential to focus on curricula/trainings that are needed and useful.
Assessment Criteria
To fully meet Standard 1, each of the questions (1.1 - 1.9) must be answered with “yes”.
1.1 Is there evidence the curricu-lum/ training is needed and useful at national, subna-tional and/or service delivery levels?
1.1 There is a recognized gap in valuable knowledge, skills and/or competencies among M&E professionals at national and/or subna-tional levels and/or service delivery levels, which would be filled by this curriculum/training. (yes / No)
1.2 1.3 1.4
Is the content of the cur-riculum/ training available from other curricula and/or training resources?
1.2 The knowledge, skills and/or competencies that would be acquired through this curriculum/training are not readily available from other curricula and/or training resources. (yes / No)
1.3 Other opportunities to acquire this knowledge, skills and/or com-petencies are not readily available to M&E professionals at nation-al, subnational and/or service delivery level. (yes / No)
1.4 If the knowledge, skills and/or competences are readily available through other curricula and/or training resources, the content of the new curriculum/ training is a meaningful and measurable im-provement on what is already available. (yes / No)
1.5 1.6
Who would benefit from completing the curriculum/ training?
1.5 The curriculum/training clearly specifies the primary beneficiaries. (yes / No)
1.6 The primary beneficiaries of the curriculum/training are individuals with a substantive role in the management and/or operations of key components of the M&E system at national, subnational and/or service delivery level. (yes / No)
1.7 How would they benefit from completing the curriculum/ training?
1.7 Knowledge, skills and/or competencies acquired through the cur-riculum/training are directly relevant to the work of the primary beneficiaries. (yes / No)
1.8 What effect would the cur-riculum/ training have on performance?
1.8 Knowledge, skills and/or competencies acquired through the cur-riculum/training are essential for improving the performance of the primary beneficiaries. (yes / No)
1.9 Is the curriculum/ training consistent with internation-ally agreed, core principles for HIV M&E?
1.9 The curriculum/training is consistent with internationally agreed, core principles for HIV M&E, including for example, frameworks and terminology endorsed by the M&E Reference Group or MERG. (yes / No)
Tool 2: M&E Curriculum/Training Standards Assessment Tool
32
STANDARD 2: THE CuRRICuLuM/TRAININg HAS TECHNICAL MERITWhy is Standard 2 important? The foundation of any high-quality curriculum/training is its adherence to sound and proven principles and practices that are relevant to measurable improvements in the performance of curriculum/training users.
Assessment Criteria
To fully meet Standard 2, each of the questions (2.1 - 2.10) must be answered with “yes”.
2.1 Does the curriculum/train-ing explicitly address one or more of the core M&E competencies?
2.1 The curriculum/training explicitly addresses one or more of the es-sential M&E competencies for the target group.* (yes / No)
2.2Does the curriculum/training have clear and measurable learning objectives?
2.2 The curriculum/training has teachable, measurable and attainable learning objectives. In addition, learning objectives should: (1) com-municate clear expectations to the trainees; (2) focus on aspects of learning recognized by the M&E profession as essential for a knowl-edgeable M&E practitioner; (3) be specific enough to measure the quality of the instruction and the knowledge/skills transfer. (yes / No)
2.3 Does the curriculum/training have clear and direct links to M&E practice?
2.3 The curriculum/training has clear and direct links to M&E practice, including specific examples, case studies and/or exercises that highlight these links. (yes / No)
2.4 2.5 2.6
Does the curriculum/training include relevant and useful supporting materials?
2.4 The curriculum/training includes relevant and useful supporting materials for trainers that help ensure consistent and effective de-livery of the curriculum/training. (yes / No)
2.5 The supporting materials are adequate to prepare and guide pro-fessional trainers to teach the curriculum/training, including trainers who may not have expertise in M&E; for example a detailed train-ers’/facilitators’ manual. (yes / No)
2.6 The curriculum/training includes relevant and useful supporting materials for trainees that strengthen the overall learning experi-ence (e.g., reading assignments, handouts, job aids)? (yes / No)
2.7 Does the curriculum/training incorporate accepted adult-learning principles?
2.7 The curriculum/training incorporates accepted adult-learning prin-ciples.** (yes / No)
2.8 2.9 2.10
Has the curriculum/training been peer-reviewed?
This curriculum/training has been reviewed by:2.8 People with expertise in the relevant content area, including, where
appropriate, people with expertise in the local situation who can review the accuracy of any adaptation of the curriculum/training. (yes / No)
2.9 People with expertise in the development of curricula/trainings and their ability to produce the desired results. (yes / No)
2.10 People with expertise in the value and impact of training on M&E capacity building. (yes / No)
33
STANDARD 3: THE CuRRICuLuM/TRAININg IS COHERENT AND BALANCED Why is Standard 3 important? An effective curriculum/training should be logically consistent and it should include different perspectives. This will help ensure that curriculum/training users get a cohesive and unpreju-diced perspective on the topic. In addition, a coherent and balanced approach to the learning objectives will help ensure that they are fully met.
Assessment Criteria
To fully meet Standard 3, each of the questions (3.1 - 3.4) must be answered with “yes”.
3.1 3.2
Does the curriculum/train-ing provide a coherent and balanced perspective on the topic area?
3.1 The curriculum/training provides a logically consistent perspective on the topic area. (yes / No)
3.2 The curriculum/training provides a balanced perspective on the topic area, including, for example, different approaches to a situa-tion that are equally valid or the legitimate points of view on a topic held by various stakeholders. (yes / No)
3.3 3.4
Is the curriculum/training structured to deliver the results (e.g., the knowledge, skills and/or competencies) it promises?
3.3 The curriculum/training includes a mix of activities that is appropri-ate to effectively meet the learning objectives. (yes / No)
3.4 The curriculum/training is of sufficient duration to effectively meet the learning objectives. (yes / No)
STANDARD 4: THE CuRRICuLuM/TRAININg HAS BEEN FIELD TESTED OR uSED OPERATIONALLy Why is Standard 4 important? Field testing or operational use that has been carefully monitored provides in-valuable insights into the quality and efficacy of a curriculum/training. Incorporating lessons learned from field testing and operational use are essential to maintain the quality and relevance of a curriculum/training.
Assessment Criteria
To fully meet Standard 4, each of the questions (4.1 - 4.4) must be answered with “yes”.
4.1 To what extent has the cur-riculum/ training been field tested or used operation-ally?
4.1 The curriculum/training has been field-tested or used operation-ally with key constituents in a sufficient number of countries and/or settings with similar M&E systems and/or similar M&E challenges to determine its value. (yes / No)
4.2 Has the performance of the curriculum/training in the field been regularly re-viewed?
4.2 The curriculum/training is or will be part of a system of periodic re-view designed to ensure its continuing quality and relevance. (yes / No)
4.3 4.4
Have findings from any field testing and/or operational use been incorporated into revisions of the curriculum/training?
4.3 Policies and procedures exist to incorporate findings from field testing and/or operational use into revisions of the curriculum/training. (yes / No)
4.4 Findings from field testing and/or operational use have been incor-porated into revisions of the curriculum/training. (yes / No)
34
STANDARD 5: THE CuRRICuLuM/TRAININg INCORPORATES FOLLOW-uP AND EvALuATION ACTIvITIESWhy is Standard 5 important? Follow-up and evaluation activities are important for ensuring the quality, ef-ficacy and continuing relevance of the curriculum/training. Follow-up activities are also essential for extending the impact from the classroom into the workplace.
Assessment Criteria
To fully meet Standard 5, each of the questions (5.1 - 5.6) must be answered with “yes”.
5.1 5.2
Does the curriculum/training include follow-up activities to facilitate the post-training application of new knowl-edge, skills and/or compe-tencies by trainees?
5.1 The curriculum/training includes at least one formal, follow-up activity to facilitate the post-training application of new knowledge, skills and/or competencies (e.g., mentoring, on-site technical assis-tance, support for developing personal and/or institutional action plans). (yes / No)
5.2 Any formal, follow-up activity includes an opportunity for trainees to independently evaluate the value and quality of that activity. (yes / No)
5.3 5.4 5.5
Does the curriculum/training include evaluation activities for trainees?
5.3 The curriculum/training includes at least one formal activity for train-ees to independently evaluate the curriculum/training immediately after completion of the curriculum/training. This should measure if trainees are satisfied with the curriculum/training and whether it improved their knowledge, skills and/or competencies as per the specific learning objectives of the curriculum/training. (yes / No)
5.4 The curriculum includes at least one formal activity for trainees to independently evaluate the curriculum/training at an intermediate-term point after completion of the curriculum/training. This should determine if the specific knowledge, skills and/or competencies were successfully transferred from the curriculum/training setting to practical applications in the trainee’s regular work. (yes / No)
5.5 The curriculum/training includes at least one formal activity for trainees to independently evaluate the curriculum/training at a longer-term point after completion. This should assess the impact of the curriculum/training on measurable performance results in the workplace. (yes / No)
5.6 Have findings from follow-up and/or evaluation activi-ties been incorporated into revisions of the curriculum/training?
5.6 Policies and procedures exist to incorporate findings from follow-up and/or evaluation activities into revisions of the curriculum/train-ing. (yes / No)
35
Footnotes* Essential competencies are different for different target groups. See Section 1 for the set of essential compe-tencies for M&E Leadership positions.
** Theories of learning provide a starting point for principles of teaching. Any curriculum or training course has views of learning built into it and any teaching plan is based upon a view of how people learn. There are different models of adult learning –developed and tested in a variety of fields, and appropriate to different situations. Characteristics of learning that have been identified as ‘distinctive’ to adults are:
1. Adults have their own motivations for learning. Learners build on their existing knowledge and experience; 2. Adults have a drive towards self-direction and towards becoming autonomous learners. Learning is initiated
by the learner; 3. Adults have the ability to learn about their own learning processes. They are able to learn how to learn; 4. Learning is a characteristic of all real-life activities, in which people take on different roles and participate in
different ways. People learn by engaging in practice and participate in different ways. 5. Adults reflect and build on their experience. Reflective learning is generated when people encounter prob-
lems and issues in their real lives and think about ways of resolving them;6. Reflective learning is unique to each person, since it arises out of the complexities of their own experience.
A great deal of learning is incidental and idiosyncratically related to the learner; it cannot be planned in advance.
7. Reflective learning enables people to reorganize their experience and ‘see’ situations in new ways. In this way, adult learning is potentially transformative, both personally and socially.
[from: Tusting K, Barton D. Models of adult learning: a literature review. National Research and Development Cen-tre for Adult Literacy and Numeracy (NRDC). Leicester: National Institute of Adult Continuing Education (England and Wales), 2008.]
For more information regarding the principles of adult learning and effective professional development, see for example: http://www.nsdc.org, the website of the National Staff Development Council.
36
Gagnè R. (1985). The Conditions of Learning and the Theory of Instruction (4th edition). New York: Holt, Rinehart, and Winston.
Ghere G, King J, Stevahn L, Minnema J (2006). A professional development unit for reflect-ing on program evaluator competencies. American Journal of Evaluation, 27(1):108-123.
Goodman R; Speers M; McLeroy K; Fawcett S; Kegler M; Parker E et al. (1998). Identifying and defining the dimensions of community capacity to provide a basis for measure-ment. Health Educ Behav 25(3):258-278.
Horton D et al. (2003). Evaluating capacity development. Experiences from Research and Development Organisations around the World, IDRC. http://www.idrc.ca/en/ev-31556-201-1-DO_TOPIC.html, accessed 13 February 2009.
LaFond A, Brown L (2003). A guide to monitoring and evaluation of capacity building interventions in the health sector in developing countries (MEASURE Evaluation Manual Series No. 7). Carolina Population Center, University of North Carolina at Chapel Hill.
Merrill D (2002). First principles of instruction. Educational Technology Research and Devel-opment, 50(3). 43-59.
Richards J (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press, p.2.
Teo C, Gay R (2006). A Knowledge-Driven Model to Personalize E-Learning. ACM Journal of Educational Resources in Computing 6.1: 1-15.
UNAIDS (2008a). Organizing Framework for a Functional National HIV Monitoring and Evaluation System. Geneva: UNAIDS.
UNAIDS (2008b). Report on the global AIDS epidemic. Geneva: UNAIDS.
UNAIDS (2008c). Glossary of Monitoring and Evaluation Terms. Geneva: UNAIDS.
UNAIDS (2010). Guidance on Capacity Building for HIV Monitoring and Evaluation. Geneva: UNAIDS.
Zarrabain M (2003). The e-Learning Market: It’s About the Learner, Not the Instructor! eL-earn Magazine, 9/5/2003.
References
37
Data auditing — is the process of verifying the completeness and accuracy of reported aggregate HIV programme data. This typically requires field visits to organisations that re-ported the data in order to check these data against client or other programmatic records.
Evaluation — the rigorous, scientifically-based collection and analysis of information about programme/ intervention activities, characteristics, and outcomes that determine the merit or worth of the programme/ intervention. Evaluation studies provide credible information for use in improving programmes/ interventions, identifying lessons learned, and inform-ing decisions about future resource allocation. Types of evaluation studies include process evaluation, operations research, outcome and impact evaluation, different types of eco-nomic evaluation etc.
Indicator — a quantitative or qualitative variable that provides a valid and reliable way to measure achievement, assess performance, or reflect changes connected to a programme/intervention.
Note: Single indicators are limited in their utility for understanding programme effects (i.e., what is working or is not working, and why?). Indicator data should be collected and interpreted as part of a set of indicators. Indicator sets alone can not determine the ef-fectiveness of a programme or collection of programmes; for this, evaluation designs are necessary.
Monitoring — routine tracking and reporting of priority information about a programme/project, its inputs and intended outputs, outcomes and impacts.
M&E plan — a multi-year implementation strategy for the collection, analysis and use of data needed for programme/project management and accountability purposes. The plan describes the data needs linked to a specific programme/project; the M&E activi-ties that need to be undertaken to satisfy the data needs and the specific data collection procedures and tools; the standardized indicators that need to be collected for routine monitoring and regular reporting; the components of the M&E system that need to be im-plemented and the roles and responsibilities of different organisations/individuals in their implementation; how data will used for programme/project management and accountabil-ity purposes. The plan indicates resource requirement estimates and outlines a strategy for resource mobilization.Note: A national HIV M&E plan is a multi-sectoral, 3-5 year implementation strategy which is developed and regularly updated with the participation of a wide variety of stakeholders from national, subnational, and service delivery levels.
M&E work plan — an annual costed M&E plan that describes the priority M&E activities for the year and the roles and responsibilities of organisations/individuals for their imple-mentation; the cost of each activity and the funding identified; a timeline for delivery of all products/outputs. The work plan is used for coordinating M&E activities and assessing progress of M&E implementation throughout the year.Note: A national HIV M&E work plan is an annual plan which is developed with the par-ticipation of those stakeholders that have roles and responsibilities for the M&E activities identified in the work plan.
Appendix 1: M&E Glossary
38
National evaluation agenda — is a comprehensive and standards-based approach to identifying, developing and implementing HIV evaluations and using the findings for improving programmes. A national evaluation agenda contains the following elements: a national HIV evaluation strategy; a process and supportive infrastructure for identifying and prioritizing evaluation gaps; a prioritized list of evaluation questions linked to the National AIDS Strategic Plan; a dissemination and data use strategy; a costed operational plan.
National HIv M&E system — refers to the national, subnational and service delivery levels of the M&E system.
Objective — a statement of a desired programme/intervention result that meets the crite-ria of being specific, measurable, achievable, realistic, and time-phased (SMART).
Population-based survey — a type of survey which is statistically representative of the target population, such as the AIDS Indicator Survey (AIS), the Demographic and Health Survey (DHS).
Prevalence — the total number of persons living with a specific disease or condition at a given time.
Programme logic model (also referred to as programme impact pathway) — manage-ment tool used to improve the design of programmes/interventions. It involves identifying strategic elements (inputs, outputs, activities, outcomes, impact) and their causal relation-ships, indicators, and the assumptions of risks that may influence success and failure. It thus facilitates planning, execution, and monitoring and evaluation of a programme/inter-vention.
Qualitative data — data collected using qualitative methods, such as interviews, focus groups, observation, and key informant interviews. Qualitative data can provide an un-derstanding of social situations and interaction, as well as people’s values, perceptions, motivations, and reactions. Qualitative data are generally expressed in narrative form, pictures or objects (i.e., not numerically). Note: The aim of a qualitative study is to provide a complete, detailed description.
Quality assurance — planned and systematic processes concerned with assessing and improving the merit or worth of a programme/intervention or its compliance with given standards. Note: Examples of quality assurance activities include appraisal, results-based management reviews, evaluations.
Quantitative data — data collected using quantitative methods, such as surveys. Quanti-tative data are measured on a numerical scale, can be analysed using statistical methods, and can be displayed using tables, charts, histograms and graphs. Note: The aim of a quantitative study is to classify features, count them, and construct statistical models in an attempt to explain what is observed.
39
Second-generation surveillance — HIV surveillance that not only tracks HIV prevalence but also uses additional sources of data to increase the understanding of observed trends in the epidemic over time. It includes biological surveillance of HIV and other sexually transmitted infections as well as systematic surveillance of the behaviours that spread them.
Sentinel surveillance — ongoing, systematic collection and analysis of data from certain sites (e.g., hospitals, health centres, antenatal clinics) selected for their geographic loca-tion, medical specialty, and populations served, and considered to have the potential to provide an early indication of changes in the level of a disease.
Supportive supervision — refers to overseeing and directing the performance of others and transferring the knowledge, attitudes and skills that are essential for successful M&E of HIV activities. It offers an opportunity to take stock of the work that has been done; criti-cally reflect on it; provide feedback to local staff; and, where appropriate, provide specific guidance to make improvements.
Target — the objective a programme/intervention is working towards, expressed as a measurable value; the desired value for an indicator at a particular point in time.
[Source: UNAIDS. Glossary of Monitoring and Evaluation Terms. Geneva: UNAIDS, 2008c]
40
The Organizing Framework for a Functional National HIV Monitoring and Evaluation Sys-tem (UNAIDS 2008a) is an important reference for building the capacity in HIV M&E. The Organizing Framework describes the 12 main components of a multi-sectoral HIV M&E sys-tem; it defines an overall performance goal for each component; and it identifies expected results if the component is functioning well.
In a functional HIV M&E system, each of the 12 components is present and working at an acceptable level to produce a basic set of results:
•The outer ring of the Framework represents the human resources, partnerships and planning required to support data collection and data use. It includes individuals, organisations, functions/actions and the organisational culture that are fundamental to improving and sustaining the performance of an M&E system.
•The middle ring of the Framework focuses on the mechanisms through which data are collected, verified and transformed into useful information.
•The centre of the Framework represents the primary purpose of the M&E system: us-ing data for decision-making. It is important to remember that collecting data, which are not used, wastes valuable time and resources.
The Organizing Framework helps planners focus their efforts to build M&E capacity. For example, it distinguishes capacity building for systems from capacity building for people. It also uses a ‘systems thinking approach’ to M&E, which allows stakeholders to gain insights into the whole system and understand the linkages and interactions between specific sys-tem components.
Appendix 2: Organizing Framework for a Functional National HIV M&E System
People, partnerships and planning1. Organisational structures with HIV M&E functions2. Human capacity for HIV M&E3. Partnerships to plan, coordinate and manage the HIV M&E
system4. National multi-sectoral HIV M&E plan5. Annual costed national HIV M&E work plan6. Advocacy, communications, culture for HIV M&E
Collecting, verifying, and analysing data7. Routine HIV programme monitoring8. Surveys and surveillance9. National and sub-national HIV databases10. Supportive supervision and data auditing11. HIV evaluation and research
using data for decision-making12. Data dissemination and use
[Source: UNAIDS. Organizing Framework for a Functional National HIV Monitoring and Evaluation System. Geneva: UNAIDS, 2008a]
OvERvIEW OF THE 12 COMPONENTS OF A FuNCTIONAL NATIONAL HIv M&E SySTEM
List of ALL MERg Documents 2007-2009
1. A Framework for Monitoring and Evaluating HIv Preven-
tion Programmes for Most-At-Risk Populations (2007):
Provides an overview of M&E methods and approaches
for most at-risk populations; it covers the use of strategic
information for programme planning, M&E. Its focus is on the
M&E of targeted HIV prevention programmeM&E. Its focus is
on the M&E of targeted HIV prevention programme
2. Additional Recommended Indicators. Addendum to
uNgASS Monitoring the Declaration of Commitment on
HIv/AIDS, guidelines on Construction of Core Indicators
(2008): Presents the 40 core national indicators that provide
minimum necessary information for national-level monitoring
of the HIV epidemic and response, and to provide detailed
specifications and guidance on the 15 indicators recommend-
ed in addition to the 25 UNGASS indicators
3. Organizing Framework for a Functional National HIv M&E
System (2008): This framework describes 12 main M&E
system components and defines a performance goal and re-
sults for each component. The framework helps countries to
define an agreed set of national performance objectives and
measures for the HIV M&E system and to guide strategies for
building capacity, where needed, to reach these objectives.
4. glossary of M&E Terminology (2008): contains an alpha-
betical listing of M&E terms and their definitions often with
more in-depth explanations than would customarily be
provided by dictionary definitions. The Glossary will facilitate
and improve dialogue and understanding among all those
who are involved in M&E of development activities. It should
also serve as a valuable reference guide in M&E training.
The selection of terms and their definitions in the attached
glossary have been carefully discussed and endorsed by the
Global UNAIDS Monitoring and Evaluation Reference Group
(MERG)
5. Indicator Standards and Assessment Tool (2009): consists
of a set of agreed indicator standards that are relevant at the
national level for program managers and service providers,
who need to select, revise and use indicators to monitor,
manage and implement their country’s response to the
epidemic effectively monitor. This will ensure that indicators
provide decision-makers and key stakeholders with use-
ful, feasible and relevant information. An additional aim is
to reduce the burden of global reporting on countries by
harmonising global level indicators across multilateral and
bilateral organisations
6. Planning Tool for Developing a Digital Library of M&E Re-
sources (2009): A Planning Tool to help assure that users of a
digital library can successfully locate resources and can make
informed decisions regarding the quality of the materials. The
Planning Tool has two purposes: 1) To provide guidance to
current owners and future developers of a digital library on
the range of issues to be addressed in usability and user-
friendliness of the library and 2) To provide a list of questions
to help organizations brainstorm if they can and should invest
their resources in developing a digital library
7. guidance HIv Monitoring and Evaluation Capacity-
building (2009): provides practical advice for national AIDS
programmes that are planning and implementing capacity
building activities as part of their effort to develop a unified
and effective national HIV monitoring and evaluation (M&E)
system. The Guidance is relevant to the wide range of indi-
viduals and organisations involved in the national HIV M&E
system; it is particularly relevant for the health sector, given
its central role in M&E of HIV.
8. 12 Components Monitoring and Evaluation System As-
sessment – guidelines to support preparation, implemen-
tation and follow-up activities (2009): These Guidelines
provide information on the preparation for and implementa-
tion of an assessment of the national HIV monitoring and
evaluation (M&E) system. It also includes key steps to take
after an assessment to facilitate implementation of M&E sys-
tem strengthening activities. The Guidelines are built around
the 12 main components of the HIV M&E system, which de-
fine the Organizing Framework for a Functional National HIV
Monitoring and Evaluation System (UNAIDS, 2008). Conse-
quently, the Guidelines also focus on using the 12 Compo-
nents Monitoring and Evaluation System Strengthening Tool
(Geneva: UNAIDS, 2009a) to ensure a comprehensive and
successful assessment.
9. 12 Components Monitoring and Evaluation System
Strengthening Tool (2009): Is a tool is for assessing how well
each of the 12 components of a national HIV M&E system is
functioning. The tool facilitates the identification of strengths
and weaknesses in the national HIV M&E system and the
prioritization of system strengthening activities.
10. guidelines for Developing Terms of Reference for Pre-
vention Evaluation (2009): The Guidelines aim to foster
a systematic approach to the evaluation of prevention
programs by focusing on an often overlooked yet critical step
in evaluation planning: the preparation of terms of reference
(TOR). It can be used to facilitate the planning of evaluations
for HIV prevention, discussions on the design of these evalu-
ations, and the drafting of TOR to guide such assessments. It
is intended for use by anyone who prepares or reviews TOR
for evaluations of HIV and AIDS prevention programs and
projects.
UNAIDS
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Uniting the world against AIDS