Annex 9

Proposed Monitoring and Evaluation System

1. INTRODUCTION
This document describes the framework developed for M&E system of the BEAM-ARMM
ADM project. The Monitoring and Evaluation (M&E) system describes how the performance
and quality will be continuously monitored and how the outcomes and impact of the
assistance will be periodically evaluated. This framework is linked to the over-all BEAMARMM Results Based Monitoring and Evaluation System and the Quality Assurance and
Accountability Framework of the Department of Education. It also builds on the strengths of
BRAC Education Program M&E developed over the last 26 years. A careful analysis of the
project design was undertaken to determine: the purpose and scope of the M&E system;
performance measures and the requirements of users of the M&E information; the sources
of information and gathering methods; the responsibilities for M&E; critical reflection
processes and events; how M&E information is to be reported and used and capacity
building.
More specifically, the M&E framework provides the following basis for monitoring: the
attainment of defined target results through outcome monitoring; the information needs
at different levels of the management structure; methods to assess project progress and
performance against work plans; resource schedules and budgets; the quality of key project
activities and outputs; responsibilities for undertaking monitoring activities at all levels;
formats for reporting progress and achievement and issues/problems and remedial actions.
Similarly, the M&E framework should provide the following basis for evaluation: systematic
collection, analysis and assessment of potential project impacts and associated indicators
through outcome evaluation; identification of key stakeholders impacted by the project;
critical questions to explore - based on hypotheses, assumptions and major risks inherent in
the design; summary descriptions of key tools and methods to be used for evaluation;
responsibilities for undertaking evaluation activities and associated reporting and
implementation plan for evaluation activities.
The draft M&E implementation plan is summarized in M&E Matrix in page 31. This can be
further refined by the Managing NGO in consultation with BRAC, DepEd and Implementing
NGOs.
2. OBJECTIVES OF THE M&E
As articulated in the mother BEAM-ARMM design, the over-all purpose of the M&E is the
measurement and assessment of performance in order to effectively manage the outcomes
and outputs known as development results. Performance is defined as progress towards
achievement of results. Traditional M&E focuses on assessing inputs and implementation
processes. In this framework, the focus is on assessing the contributions of various factors
to target development outcomes.
Likewise, this framework will provide management information needed for checking on the
progress of support activities and to involve key stakeholders in learning to improve project
implementation. The M&E system will provide quantitative and qualitative performance data
by which the achievements of the desired results can be measured and judged to inform the
strategic planning process at critical points. Secondary data from the Department of

Education (DepEd) Basic Education Information System (BEIS) will be used and compared
in the reports for the various components of the project. Specifically, the objectives of the
results-oriented M&E are to:
Enhance learning and development- lessons from experience will provide
information on what work and not and thus serve as basis to adjust the approaches
or redesign if necessary;
Ensure informed decision-making quantitative and qualitative data will have to be
established as baseline and updated periodically for policy development;
Support substantive accountability responsibility for ensuring value for money, cost
efficiency and transparency in the implementation
Model for DepEd-ARMM and Civil Society Partners to enhance and build capacities
in the delivery and monitoring of ADM project
3. GUIDING PRINCIPLES AND APPROACHES
This BEAM-ARMM ADM M&E framework is developed consistently following the guiding
principles and approaches of BRAC Education Model on M&E, the Quality Assurance and
Accountability Framework of DepEd and the results-based monitoring and evaluation
system.
3.1 Managing for Results
As indicated in the project log frame, outcome monitoring will be the major emphasis of the
M&E activities. There will be a continual and systematic collection and analysis of data to
measure the performance of interventions towards the achievement of the defined outcomes
of the BEAM-ARMM ADM. It is not time-bounded activity; outcome monitoring must be
periodic so that change can be ascertained. Project components will accumulate information
on progress against the target outcome, which will then be periodically compared against
baseline. This will be carried out by tracking the outputs of each of the 4 Project
Components and measure their contributions towards the achievement of target outcomes
by assessing the change from baseline conditions. Relevance of the interventions- whether
the BEAM-ARMM ADM intervention contributes to the achievement of key outcomes;
supports the DepED ARMM priorities and targets appropriate groups, will have to be
assessed periodically. In order to conduct effective outcome monitoring, the Project will need
to establish baseline data, select outcome indicators of performance, and design
mechanisms that include planned actions such as filed visits, stakeholders meetings and
systematic analysis or reports.
Outcome monitoring is not the same as implementation monitoring. However, it is expected
that the project will still monitor the implementation of activities such as collection of inputs,
activities, and immediate outputs and systematically report this to provide information on
administrative, implementation and management issues that will have an impact to the
achievement of desired results. This monitoring should be planned and integrated with
outcome monitoring to avoid duplication and to lower transaction cost latter
3.2 Evidence based
Outcome evaluation will assess and validate what results were achieved, how and why they
were or were not achieved. Periodic and in-depth assessment will be undertaken to obtain
evidence of the actual impact of the project strategies focusing on improving access and
quality to basic education of students in target communities. The assessment will be done
cooperatively among the various implementing partners such as BRAC, the Facility NGO,
provincial based Civil Society Organizations and DepEd-ARMM. The assessment will also
look at the partnership strategies purposely to establish impact working with such partners in

a conflict environment like ARMM. Evidences will be gathered through the periodic reporting
formats, research and evaluation activities and most significant change stories. All data will
be gender disagreggated to allow analysis of the progress on addressing performance
disparity between boys and girls.
3.3 Analysis, learning and accountability
In order to maximize the impact of the project, it is critical that effective learning process and
analysis are nurtured so that innovations can be shared and applied. The results of both the
outcome monitoring and outcome evaluations will provide understanding of why the
change is or is not taking place. The analysis will help improve the implementation
processes and overall project strategy. This framework will also fulfill its responsibility for
being accountable to stakeholders for project expenditures, activities, outcome and impacts.
Reflecting the critical role of analysis, learning and accountability in monitoring and
evaluation, the framework allows stakeholders to: understand what changes are needed to
improve results and performance; identify lessons learned for future projects and programs,
and establish the success of the implementation ie assess whether project activities should
be expanded.
The M&E system will need to provide performance and impact information to stakeholders to
inform project management decision making and enable stakeholders to: assess progress
against schedules and targets; allocate the necessary resources and funds for effective
implementation; compare use of inputs and expenditure against resource schedules and
budgets; assess the quality of implementation. BRAC, DepED-ARMM along with all
implementing NGO partners will be involved in planning and review of the M&E system, as
well as analysis on the effectiveness of the innovations and approaches.
3.4 Gender Equity
This principle meant to promote and ensure that gender and development (GAD) goals are
integrated in various aspects of the projects operations and M&E. The BEAM-ARMM ADM
ensures that education opportunities are equally accessible to marginalized boys and girls.
Activities and strategies in this new education alternative delivery modality are congruent
with the gender equality goals and the results that the project is expected to attain- enable
young children-boys especially- to attend school at the same time help their families earn a
living; make better school facilities accessible to rural boys and girls; greater access of rural
boys and girls to good quality education; longer stay in school of boys, where male drop-out
is particularly high in ARMM; improved school performance of boy and girl students.
Likewise, project monitors and evaluators will be guided by GAD checklist for education in
their assessment for the gender responsiveness of the ADM project. This checklist will be
drafted by the Managing NGO using the harmonized Gender and Development Guidelines
developed and produced by National Economic Development Authority (NEDA), in
collaboration with the National Commission on the Role of Filipino Women (NCRFW) and
the ODA-Gender and Development Network. Collection of sex-disaggregated data, gender
specific information and conduct of research studies to further analyze gender issues/gaps
of education in ARMM shall be undertaken. The research findings will inform the detailed
implementation of activities to ensure gender-fair teaching and learning processes.
3.5 Simplicity

This principle underpins the BRAC Education Program M&E which is also adopted in the
development of this framework. BEAM-ARMM ADM M&E System is simply constructed yet
capable of producing detailed information. It is designed to track results and record activities
implemented using select limited set of Key Performance Indicators (KPIs).
With the view to obtain consistency in the data management, it is essential that indicators
and data collection methods be simple and clear, and the number of indicators to be
collected be kept to an absolute minimum. It is much better to have complete and accurate
data on a small number of useful measures than to have a comprehensive set of measures
for which the integrity and completeness of the data is uncertain.
Reflecting the simplicity principle, the framework consists of three key elements: tracking
inputs and outputs of project activities; organizing regular discussions with key stakeholders
on progress and problems with implementation; and annual review on critical performance
questions as the basis for the annual plan
As required, the monitoring and evaluation framework may expand and grow in complexity to
reflect changing needs and as insights for improvement are gained from experience.
3.6 Ethics
Monitoring and evaluation of BEAM-ARMM ADM activities are designed to comply with the
Australian Evaluation Society (AES) Code of Ethics. In brief, the code requires
systematic, data-based inquiry
competence of evaluators
integrity and honesty
respect for the security, dignity and self-worth of target groups, clients and other
stakeholders
careful consideration of the potential risks or harm to the client, target groups or staff
of the project
articulation and consideration of the diversity of interests and values that may be
related to the public welfare
Moreover, the implementing NGO partners and staff will be trained on the Do No Harm
(DNH) analysis as part of their annual planning and M&E work. This will include a more
detailed examination of how specific activities will engage (or are engaging) the communities
and the possible (or actual) positive and negative impacts these may have.
3.7 Modeling and Capacity building
Consistent with the overarching objective of the M&E is to model BRAC best practices on
M&E and build the capacity of DepEd-ARMM and CSO partners in ADM Project delivery and
monitoring. DepEd-ARMM and NGO partners will significantly learn from the intensive BRAC
M&E practices and experience developed over the years. For the BEAM-ARMM ADM,
outcome indicators will come from the Unified Basic Education Information System (UBEIS)
of DepEd-ARMM. Specific baseline outcome indicators will have to be shared and gathered
to serve as the basis in measuring the direct impact of the intervention. Improvement of
UBEIS as well as DepED ARMMs M&E capacity will have to be enhanced through trainings
and systems improvement. Key elements of the capacity building approach will be
established to support communities of practice in project evaluation and to promote a
learning culture so that evaluation findings will inform future actions. The M&E/Quality
Assurance Unit of DepEd-ARMM will also be capacitated.

3.8 Coordination with other BEAM-ARMM Program Components

The need for coordination with other BEAM-ARMM Program Components will also take on
greater importance to ensure complementation of activities and avoid duplication. Likewise,
the project is likely to place considerable demands on the time of DepEd leaders and staff in
ARMM, therefore, the scope of monitoring extends to other initiatives to improve basic
education. Similarly it is also important that BEAM-CLC capitalizes on lessons learned from
other projects in order to avoid repeating mistakes and optimize the likelihood of success.
4. COMPONENTS OF THE M&E FRAMEWORK
The M&E framework provides specific guidance for the implementation of the M&E System
through a delineation of activities, methods, indicators, timing and responsibilities. It is linked
to the BEAM-ARMM ADM Logframe and supported by the specific procedures within
Projects quality assurance system. Both framework and the procedures are intended as
working document that will be updated annually in the project annual plan to reflect changes
in the projects scope and activity based on the lessons learned during the implementation.
The framework is divided into 5 components: a.) Review Information Needs of Major
Stakeholders and Responsibilities; b.) Plan for Data Gathering, Analysis and Evidencebased Reporting; c.) Plan for Milestone Review and Critical Reflection Events and
Processes; d.) Plan for Quality Communication and Reporting; e.) Plan for the Resources
and Capacities Required

4.1 Review Information Needs of Major Stakeholders and Responsibilities

This section aims to assess the information needs, interests and decision making
responsibilities of key project stakeholders-the intended users of information. This
component will help provide key stakeholders the information they need to make good
decision about the project based on the established M&E System. See table 1 for details.
Table 1 Major Stakeholders, Responsibilities and Information Needs
Stakeholders

M&E Responsibilities

1. DepED National, and

other national agencies

Support the
institutionalization of
national education
innovation in ARMM
through technical
assistance and capacity
building for DepED
ARMM
Support the scale-up of
successful education
innovations in ARMM to
other regions of the
Philippines
Develop the M&E tools
Train all stakeholders on
M&E
Reporting and
communicating the
progress and outcomes

2. BRAC, Managing
NGO, Implementing,
NGOs, DepEd-ARMM
and other Implementing

Information Needs
Development plans or
concepts for muslim
education innovations
Lessons learned and
best practices
Results of RAMSE test

Outputs and progress of

implementation
Results and impact
Client satisfaction
Performance of
Implementing Partners

Partners

3. ARMM Regional
Planning Office

4. DepED ARMM

5. BEAM - ARMM ADM

6. Local Government
Units, School
Management, Committee,
Parents

to all stakeholders
Conduct of in-depth
research
Harmonize the M&E
tools and reports across
various Donors in
ARMM
Disseminate program
results
Initiate Policy Dialogue
with national and field
level offices
Maintain an updated
BEIS database
Support the Divisions,
Districts and Schools on
planning and monitoring
Operationalize the M&E
framework
Use data and analysis
for policy development,
budgeting process
Prepare BEIS reports
on school and student
data
Share school
performance data with
community
Gather activity specific
data

Share population data

and community profiles
Provide the Local
School Boards with
information on
education performance
Share information on
various assistance to
education

(BRAC, Managing NGO,

Implementing NGOs)
Data on education
investments from GOP
and Foreign assistance
Population data
Legislative agenda in
support of education
Indicators for access
and completion
Results of RAMSE and
NAT
Baseline on education
data and periodic
updates

Data on pupils,
teachers, school
physical facilities in
accordance with BRAC
reporting requirements
Actual interventions,
support received from
the project
Feedback on activities
from pupils, parents
Progress and impact of
implementation
Issues and problems in
the LGU affecting
implementation such as
security, right of way
Counterpart
requirements

4.2 Plan for Data Gathering, Analysis and Evidence-based Reporting

M&E is only useful if it results in improved decision-making. This is the underlying value of
the results-based approach to M&E and requires that data to be gathered are transformed
into information and knowledge. Collection of sex-disaggregated data and gender related
information is crucial to inform project implementers and decision makers if there is a need
to adjust on strategies that will address constraints to girls and boys improved participation
to education.
This component will determine how to gather, organize and analyze and report on data. This
is, in a sense, the heart of the M&E System. The logframe indicators will be linked with the
data gathering forms/tools and then making sure those forms/tools link with the evidence-

based reporting format. Tools and forms will help ensure that each Key Performance
Indicator will be gathered in a systematic way.
The Managing NGO will coordinate with implementing NGOs and DepED ARMM on
establishing the baseline data for the outcome indicators. Once the baseline has been
gathered, it will serve as a guide to all implementing NGO partners for periodic reports.
In selecting information gathering methods, due consideration will be given to the cost,
reliability of data, skill needed, ability to quantify results and the richness of information
generated. This will also require some capacity building for those responsible for collecting,
analyzing and reporting evidence based data. See page __ for details of the table below that
is linked to the Monitoring and Evaluation Plan (to be drafted by the Managing NGO).
Table 2 Sample of data gathering and evidence based reporting that is linked to M&E
Plan
Method of data gathering
Findings to be
Performance Indicators
Presented in (Monthly
(Tools/forms)
report (MR); Quarterly
Report (QR); Annual
Report (AR))
Component 1
E.g Number, by gender,
Site visit and interview with
MR
children ages 4-5 attending beneficiaries
BEAM-CLC pre-school
classes
BEAM-ARMM ADM Monitoring
Form Report on Newly Opened
School (see annex X
Forms/Tools)
4.3 Plan for Milestone Review and Critical Reflection Events and Processes
In this component systematic planning time for reflection and analysis will help ensure that
data are transformed into valuable knowledge. By doing this, project management decisions
will likely build on the lessons learned as the project progresses. Likewise, M&E working
group can plan routine reflection events in order to validate project information coming from
observations, monitoring data and project visits; analysze the findings; and then use these
findings to inform project decision-making.
Critical reflection events should be held frequently during the project implementation.
Regular project review meetings maybe held monthly, quarterly, semi-annual or as deemed
necessary by the project. Periodic events maybe scheduled, such as a learning review
following a major training event or a lessons-learned workshop following a project
evaluation. Formal critical reflection and milestone review can occur at meetings of the
Project Management Unit, Senior Management Group and Steering Committee where a
decision can be made to proceed or not or scale up the project.
4.4 Plan for Quality Communication and Reporting
In this aspect of M&E it is important to think about when information is needed to make
critical management decisions with partners and key project stakeholders. Communicating
M&E findings is very important. Primarily, there are two fundamental reasons for quality
communication and reporting: 1.) for accountability purposes, and 2.) to maximize impact by
sharing information on project successes and shortcomings if there are any.

For primary stakeholders, they have an interest and right to know how the project is
progressing and provide them feedback to ensure the accuracy of the results. For AusAID,
BRAC, DepEd-ARMM, and MINDA it is important to account for the investment in project
inputs, progress toward goals and contribution to impacting on the quality of and access to
basic education in ARMM as well as to understand the challenges faced to make good
decisions. Communication and reporting is also a key element of the managing for impact
or results-based approach of BEAM-ARMM ADM. In particular M&E findings generate
knowledge of what works, what doesnt and why under certain conditions which needs to be
recorded and shared through formal and informal means to maximize its impact.
Sine M&E information is very important to inform project management decision, creating an
M&E Calendar will help ensure that information is available at the time required by those
who need it to inform management decision. The timely provision of information will enhance
the likelihood that it will be used. Further, an M&E Calendar establishes critical deadlines for
reporting. Please see below reporting M&E calendar.

Table 3. E.g. of the M&E Calendar

Type of Report

Format

Key Messages

E.g. Progress
Monthly Report

Electronic
narrative
Microsoft word
A4

Bi-monthly
Monitoring
Report

Electronic
narrative
Microsoft word
A4

Yearly Progress
Report

Electronic
narrative
Microsoft word
A4

Achievements:
Facilitators
trainings
conducted,
parents forum
undertaken
Pedagogic
issues which
includes the
subject-based
teachinglearning issues
Achievements:
Summary of
outputs,
progress 4
major
components and
initial project
results (if theres
any; evidencebased)

Prepared by
BRAC and
Managing NGO
10th of every month

Submission to
AusAID and
DepEd-ARMM
15th of every
month

15th and 30th of

every month

5th of the
following month

Every 18th day of

the 12th month

25th of the 12th

month

4.5 Plan for the Resources and Capacities Required

The key staff and partners with M&E responsibilities will be ensured to have the knowledge,
skills, tools and support to carry out their respective tasks. A well functioning M&E System
requires human resources, training as well as materials and financial resources.
The Managing NGO will lead the orientation on the M&E Plan/System to ensure that
Implementing NGOs, DepEd-ARMM and other key partners are familiar and have the
necessary skills on how to implement the M&E plan so they can effectively use the system to
record, store and analyze data as well as produce the necessary reports to inform decisionmaking. The project will also endeavor to investing project staff time in building capacities
within the project to integrate GAD or promote gender equality into the M&E.
Table 4: Example of Capacity Building Required for Stakeholders with M&E
Responsibilities
Stakeholders with M&E
Responsibilities
BRAC, Managing NGO
through its M&E Unit

Implementing NGO Partners

and staff
DepEd-ARMM through their
M&E and Quality Assurance
Unit
ARMM Regional Planning
Office

M&E Responsibilities
Develop the M&E tools
Train all stakeholders on M&E
Reporting and communicating the
progress and outcomes to all
stakeholders
Conduct of in-depth research

Resources &
Capacities Required
Review of
existing
BRAC M&E
tools and
enhance/deve
lop tools
suitable for
BEAM-ARMM
ADM Project

5. SCOPE OF M&E
The scope of M&E activities is informed by the project strategy as documented in the Project
Design Document (PDD) and further defined in the Work Plan (to work on by Managing
NGO & Implementing NGO). The changing context and new understanding gained from
experience demands that the project strategy be adapted from time to time to maximize the
impact on improving the quality of, and access to, basic education in ARMM.
5.1 Project strategy
In determining the scope of the M&E framework, the first step was to review the logical
framework (logframe) incorporating outputs and activities defined in the work plan and cost
schedule of the Project Design Document. In addition, the LogFrame (Annex X) provides a
single project description against which to monitor progress and assess impacts and
services delivered. It is also reflected in the detailed activity schedule (Gantt Chart-to be
further refined by Managing NGO), resource schedule and cost schedule to better manage
project implementation and monitor project performance.
5.2 Annual plan

Translating a project strategy as outlined in the LogFrame into an annual plan that is clear to
the staff of Managing and Implementing NGOs and partner organizations transforms ideas
into action. Accordingly, activities listed in the Work Plan (to work on by Managing NGO
and Implementing NGO partners) are included in the M&E system. The Project
Management Unit will periodically review the project LogFrame and Work Plan in close
consultation with primary stakeholders to monitor changes in the planned activities.

6. PROJECT PERFORMANCE MEASUREMENT & INFORMATION NEEDS

Measuring the effectiveness and efficiency of BEAM-ARMM ADM to improve the quality of,
and access to, the basic education system in the ARMM is a complex task. Socioeconomic
factors, geographic location, age, gender, Indigenous status, language background,
educational attainment of parents and the performance of other government agencies
(particularly health, law and justice services) also influence educational outcomes.
Nonetheless the M&E system has to provide a reliable means to measure the performance
of the project in delivering outputs, producing outcomes and having an impact on basic
education and peace and development in Mindanao.
The relative contribution of the project on various outcomes, the project will gather, where
possible, information on the outcomes and impacts primarily through Most Significant
Change reports. Information from these reports may be useful to the scale-up of the project.
6.1. Activity, output and outcome indicators
The activities under each component will have to be outlined in the work plan. This will
allow the project some flexibility to modify, adapt or revise activities based on the changing
context and lessons learned to be responsive to changing needs as well as optimize the
allocation of resources to maximize project results and impact. In this respect, indicators of
project activities and outputs are detailed on an annual basis within the overarching project
design.
The cause-effect/ means-end relationship of project activities, outputs and outcomes
enables all the data collected for activities under a specific output to be collated to monitor
progress toward achieving that particular output. Similarly the results under each output can
also be collated to monitor progress toward achieving a particular project outcome,
expressed a component objective. This hierarchical linkage also extends to collating data
from project components to assess the contribution of the project to its stated goal and
purpose. The indicators of project activities, outputs and outcomes are detailed in the Work
plan (see annex X-to work on by Managing NGO) and M&E framework (refer to Annex X-to
be further refined by Managing NGO).
6.2 Key performance indicators (KPIs)
Key performance indicators have been identified to enable management to focus on big
picture issues and monitor achievement of the project objectives. The KPIs provide the
basic accountability information for the project detailing what the project has achieved at any
point in time. It should be noted that the KPIs are largely compound indicators or indices
consisting of a number of measures to assess the performance of the project.
Particular consideration has been given to making the KPIs attainable and realistic by
ensuring that they reflect a more pragmatic and achievable target. Below are the key
milestone outputs that can be the basis in the formulation of the projects KPIs.
The Outcome Indicators

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Project Goal: Improved access to and quality of basic education for Out of School Boys and
Girls thereby contributing to the over-all improvement of basic education performance in
ARMM
Project Purpose: To provide opportunity for Out of School Boys and Girls in selected
communities in ARMM acquire pre-school and elementary education through the BRAC-like
alternative delivery model (ADM).

Strategic Objectives:
1.
2.
3.
4.

Increased access, participation and completion rates of boys and girls in basic
education
Improved learning achievements of boys and girls in elementary education
Engaged communities in basic education delivery through an alternative delivery
model
Capacitated DepEd-ARMM and NGO Partners in basic education delivery through
an alternative delivery model

Table 5: Milestones
Outputs
Component 1.Curriculum, Materials and Assessment
1.1. Preschool education curriculum and instructional materials
1.2. Primary education curriculum and Instructional materials
1.3. Student assessment tools
Component 2. Community Learning Centers
2.1. Preschools Learning Centers established
2.2. Primary education Learning Centers established
2.3. Preschool education completers
2.4. Primary education completers
Component 3. Capacity Building
3.1. Trained Managers (ARMM)
3.2. Trained Managers (Other regions)
3.3. Trained Supervisors and Trainers (ARMM)
3.4 Trained Supervisors and Trainers (Other regions)
3.5. Trained Project Coordinators and Organizers
3.6. Trained CLC Learning Facilitators
3.7. Trained parents and community leaders
Component 4. Management, Monitoring and Evaluation
4.1. Steering Committee organized
4.2. Provincial Steering/Advisory Committee organized
4.3.Project Management Unit established
4.4. Local NGOs engaged and capacitated
4.5. Provincial Field Offices established
4.6. Project Design for BRAC- ADM Philippines

Total
1 set
1 set
1 set
1,128
299
33,840
8,970
20
12
170
25
200
1,128
40,000
1
5
1
15
5
1

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7. INFORMATION GATHERING
7.1 Data collection methods
Based on the output, outcome and impact indicators to be measured and evaluated,
consideration has been given to how data is to be collected, specifically:
moving from data collection to explaining successes and failures, deriving
understanding from various issues with stakeholders and making decisions
the reliability of data collected. In many cases triangulation of data generated from
different methods is proposed and validation of the results.
existing data gathering systems/tools from BRAC shall be utilized. Particular
consideration has been given to how these systems can be used and strengthened
where needed to meet the requirements of stakeholders
providing precise, scientifically verifiable data to measure the status or change of a
specific indicator and rich qualitative information on peoples experiences and
opinions
Having considered the input of stakeholders and assessed existing capacity, a range of
data collection methods have been identified in the M&E framework including:

Sampling- random sampling will be employed to assess pupil learning outcomes,

quota sampling used for evaluating many key performance indicators.
Stakeholder analysis- identification of stakeholders, their relations, and external
factors which may affect the performance of BEAM-ARMM ADM initiatives
Documentation review- to understand the performance of the activities. Where
information gaps exist or there is a contradiction of evidence, other methods of data
collection will also be employed such as interviews and questionnaire/ surveys.
Case studies- will be used to document the sequence of events or story of an
individual activity to obtain insights into the impact of the project. This form of data
collection lends itself to qualitative information and the capacity building elements for
BEAM-ARMM ADM.
Interviews- to gain answers from an individual or small group using a broad series
of questions to guide conversations which allow a degree of flexibility in reframing
questions and clarifying issues in order to provide an in-depth understanding of
qualitative issues
Focus groups- will be used to generate group discussion on project activities,
outputs, outcomes and impacts, particularly in assessing opinions of change, the
quality of project services and service providers and identification of areas for
improvement
Questionnaires/ surveys- to gain structured data to specific questions from a large
number of people to provide data on specific performance questions and indicators
Photos- are a convenient method of recording changes over time and giving an
impression of the projects activities which produce tangible physically observable
results
Direct observation and field visit- where feasible, direct observation of project
performance based on clearly defined criteria. It extends to site visit and and system
inspections and;
Most significant change- will be used to identify the most significant changes,
whether positive or negative, relating to key objectives which are difficult to quantify
such as capacity building

7.2 Data collation, analysis & storage

The M&E framework is structured to provide reports at activity, output and component levels
as well as produce data to evaluate the outcome and impact of the project. As such it

12

enables quantitative data to be aggregated to permit analysis at various levels such as

school/ divisional/ regional reports to answer performance questions specific to a particular
geographic location. Similarly the capability of project M&E systems also enables data to be
collated at different levels of the project hierarchy to answer performance questions specific
to each component of the project. To this end, the requirements of the project M&E systems,
particularly the training database has to be articulated to provide standardized fields and
formats. The collation of qualitative data requires special attention to the categorization of
raw data, analysis and formulating conclusions to non-standard questions and opinions.
Data collection includes gender equality targets and indicators which require collection of
sex-disaggregated data on education performance.
Good record keeping underpins the M&E framework. Stored information serves as a record
or organizational memory for new staff members or in verifying progress on past
performance. Storing data serves to meet accountability requirements and also inform the
project strategy whilst also consider the cost-benefit of having excess information which is
poorly used. With respect to collecting and storing data for learning, the focus is on
documenting key lessons learned and ensuring the utilization of this knowledge through
formal reporting and the project website and informal means such as Communities of
Practice.

8. CRITICAL REFLECTION PROCESSES AND EVENTS

Reflecting the on principles and purposes of the M&E framework which are managing for
results and learning to improve project implementation need critical reflection processes and
events. This includes individual and team reflections, team meetings, reflecting with
stakeholder groups, using steering committees and documenting lessons learned and
actions for improvement.
8.1 Schedules for Critical Reflection Processes and Events
Critical reflection begins at individual level but extends to collaborative inquiry to address
differing perspectives by articulating assumptions about practice and understand where
assumptions have been made and identify what alternatives are possible. This demands that
critical reflection events are systemized into a sequence of learning events.
This structure recognizes the important contribution of stakeholders in providing different
perspectives in uncovering new information, limiting biases and constructing a shared
understanding of the situation to ensure actions are meaningful, shared and owned by all. At
the same time, critical reflection activities also acknowledge the differing levels of willingness
and ability in engaging in change-oriented learning processes. As such, BEAM has
structured learning processes and events which follow reporting and the hierarchy of
decision-making.
Table 5: Example of Critical reflection schedule

Process or event
E.g Monthly
Progress review

Purpose &
Description
Review project
progress against
targets defined in the
Annual Plan, plan of
activities for
subsequent six
months

Whom to Involve

Timing

Country Director, Project

Manager, Deputy Project
Manager and Senior
Managers

Monthly

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8.2 Capturing lessons learned

In order to manage for results, it is necessary to consciously reflect on action and capture
the lessons learned to avoid the mistakes of the past and increase successes in the future.
The key elements to be used in recording lessons learned are:
LogFrame reference- a reference to the project output which the lesson learned was
derived
Theme of the lesson learned- a brief description of the core innovation or problem
encountered
Original understanding/ assumption- a short description of the challenge/ problem
and the governing assumption/s
Revised understanding- a brief description of the insight derived
Supporting evidence- at least 3 forms of evidence will be needed to substantiate
the finding from a range of different sources to ensure its reliability and validity
Prompt for the insight- a simple description of what triggered the contributors to
derive its new understanding (eg critical incident, field observation, after action
review etc)
Contributors- the people/ stakeholders involved in deriving the lesson learned
Author- the name of the person who recorded the lesson learned

9. COMMUNICATION AND REPORTING

9.1 Communication and reporting measures
The BEAM-CLC shall employ a range of formal and informal communication and reporting
measures including:
BEAM-CLC website- communicates project activities and achievements to primary
stakeholders who have access to the internet.
E-mail, letters, facsimile- regular formal and informal communication to stakeholders
on planned and implemented project activities
Team meetings- formal and informal communication within and across project teams
on project implementation issues
Senior Management Group meetings - meeting of DepEd-ARMM Secretary, Project
Manager and Deputy Project Manager of Managing NGO, Heads of Implementing
NGOs and Senior Staff to ensure coordination of project activities and alignment with
DepEd-ARMM activities.
PMU Staff meetings- to be held every month, alternating with SMG meetings, where
all component and line managers in the PMU reflect on progress and achievement,
address issues and coordinate the planning of BEAM-CLC activities
Quarterly reports detailing progress, financial status, staffing and procurement, with
a narrative summary of progress and implementation issues which serves as a
progress report to BRAC, AusAID, DepEd-ARMM and Steering Committee.
Implementing NGO Partners reports- monthly exception reporting detailing the
progress of activities on ground and reason why a target has not been achieved and
what remedial action has been taken
Financial status reports- statements of expenditure for staffing, procurement and
training included in regular reports to stakeholder groups
Issues-based reports- produced by exception whenever a Project issue emerges in
the view of either the Managing NGO or the Implementing NGO Partners is of
sufficient importance that AusAID requires notification. Issues-based reporting will

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describe the issue in full, and identify the proposed remedial action, its likely impact,
and the responsibility and timing for implementing it.
9.2 Frequency of reporting
The following reports and or studies shall be prepared during the project implementation.
Table 6: Example of Reports to be produced for various M&E Users

Type of Report

Contents

Responsibility

Recipients

Monthly Report
Quarterly Progress
Report
Completion Report
Research and
Special Studies
Advisers/Consultants
Reports
10. MANAGEMENT INFORMATION SYSTEM
The development of Management Information System (MIS) is very vital to effectively and
efficiently handle complex data, store and transform them into useful information and
knowledge. The MIS itself comprises of a number of different related systems development
for the various outputs and components of the project. Wherever possible basic packages
such as Microsoft Office products (including MS Excel and MS Access) are used to minimize
the recurrent cost of software licenses and avoid the large costs of developing and
maintaining customized software. The key elements of the MIS for the BEAM-CLC include
the following:
10.1 Training database
A user-friendly and flexible training database shall be developed and utilized during the
BEAM-ARMM ADM Project. A consultation shall be undertaken among NGO Implementing
partners to identify the information needed and ensuring that the data entered is of high
quality by using inputs, limiting lists and making key fields compulsory so that the reports
produced are accurate and reliable. The database allows results to be disaggregated and
analysed by gender, special needs groups (e.g. Lumads, Learning Facilitators, Parents),
and calculate absolute training numbers and the percentage of the target population that has
received training.
10.2 Student Tracking SystemEstablish student tracking system to monitor and assess progress and attainment of learning
competency of each pupil during project implementation. It shall also provide vital
information about status of pupils after completion in BRAC-like school especially those who
will enter in the public elementary and secondary schools. Collection and analysis of sexdisaggregated data are an important requirement of this system.
10.3 NAT and RAMSE
A simple MS Access database to allow easy input of NAT and RAMSE test results across
different sites, compilation of results and basic analysis which also interfaces with more
advanced analysis packages. This system serves as a resource for all PMU staff and

15

primary stakeholders in evaluating the impact of initiatives to improve the quality of basic
education. Collection of sex-disaggregated data is an important requirement in the analysis
of NAT and RAMSE results.
10.4 Quality and Financial management systemEstablish chart of accounts to be used in the BEAM-ARMM ADM Project reflect outputs
during the project implementation. The financial management system can generate reports
of reimbursable expenditure grouped as training, procurement and other costs at component
level. Similarly financial reports on expenditure covering fixed management fees and
milestone payments can also be produced.

11. RESEARCH AND EVALUATION

A small research wing can be placed under the M&E Unit to provide technical support to the
Managing NGO to undertake research studies. Some of these can be outsourced and some
can be done jointly by the wing and local experts. Following are some proposed studies.
First five can be conducted during the first two years. Similar studies are proposed for preschool and elementary education.
1. Baseline household survey
This may include socioeconomic and educational information of both participant and
non-participant households. Information on other educational facilities in the communities
and reasons behind participation and non-participation can also be explored through this
survey. The baseline survey can be done by the POs after inception of each learning
centre. This database would be used in tracer studies conducted in future to explore
external impact of the project (further education and livelihoods of the graduates).
2. A closer look into monthly refreshers training
This qualitative study can document the way of conducting the monthly refreshers
training. Whether the learning facilitators place their problems in the training and how
their problems are addressed can also be explored. Training observation can be the
main tool for exploration; however, in-depth interviews of POs and learning facilitators
can also be included.
3. A study on community participation in project implementation
The parents, other community members and local elite can participate in operation of
learning centres in various ways. Who participates, how do they participate and what is
their observation about the provision can be included in this study. Level of participation
of the mothers in monthly parent-teacher meeting may have special focus of this study.
Issues discussed in such meetings can also be included. Observation and in-depth
interviews can be the ways of investigation.
4. An exploration of classroom teaching-learning
This study would investigate classroom teaching-learning provision through observing a
number of classrooms. Lesson plan preparation, way of teaching, students participation,
teaching materials used, students assessment, remedial measures for weak students,
co-curricular activities etc. can be the issues for exploration. Classroom observation may
be the main technique of data collection; however, interviews of the facilitators and
students can also be added.

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5. Learning achievement of the pre-school learners

A simple school readiness test can be developed to assess a sample of pre-school
learners to know their level of achievement at the end of one year course. Learning
performance can also be correlated with their socioeconomic background.
6. Mid-term project review
A mid-term project review is suggested after 2-3 years of the start of the project. All
major components of the project can be brought under this review exercise. A review
team comprised of external and internal experts can be suggested for conducting the
review.
7. Impact evaluation of the project
An impact evaluation study against the project objectives is suggested six months before
the end of first phase of the project. Similar to the above, all major components of the
project can be brought under this study. Results of this study would help understanding
the impact of the present project and would provide necessary inputs for possible
extension of the project. A team comprised of external and internal experts can be
suggested for conducting the impact evaluation study.
8. Gender analysis and identification of gender issues in ARMM
A research study to inform the over-all BEAMM-ARMM Program will be carried out to
further analyse the underlying causes of why girls outperform boys in ARMM. The
research findings will inform the detailed implementation of activities of 4 components to
ensure gender-fair teaching and learning processes.
GAD Summary checklist for the assessment of ADM Project in ARMM
Scores carried over
Element or requirement
No

Partly
yes*

Yes

Result

From Box 5 (p. 10) or sectorspecific checklist

2.0

1. Involvement of women
and men in project
conceptualization and
design (max score: 2)

2. Collection of sexdisaggregated data and genderrelated information at the

planning stage (max score: 2)

3. Conduct of gender analysis

and identification of gender

1.5

Men and women were

engaged and consulted in
the conceptualization and
design phase of the ADM
Project.
Analysis of ARMM BEIS
data or education
indicators reflected in the
project design highlights
sex-disaggregated data
except for , teachers.
The project design clearly
incorporated activities
addressing the

17

Scores carried over

Element or requirement
No
issues at the project
identification stage (max.
score: 2)

Partly
yes*

Yes

Result

improvement of boys and

girls participation and
performance in target
remote communities. The
ADM M&E System
ensures that quality
education opportunities
are equally accessible to
marginalized boys and
girls. In-depth analysis of
gender issues will be
undertaken prior to
implementation

1.5

From Box 6 (p. 15) or sectorspecific checklist

4. Presence of gender equality
goals, outcomes and outputs
(max score: 2 points)

2.0

Gender equality is explicit

in the projects objectives
and targets. This is clearly
illustrated in the
recommended
interventions across the
project design and
delivery.

5. Presence of activities and

interventions that match
gender issues identified to
produce gender equality
outputs and outcomes (max
score: 2)

2.0

Gender equality outputs

and outcomes are outlined
in the four projects
components. Each of the
project component
explicitly incorporated
activities and interventions
that address gender
issues in its actual
delivery in remote
communities.

6. Conduct of gender analysis of

the likely impacts of the
designed project

1.5

Gender analysis is
included in the projects
design document. To
reduce gender disparity is
one of the primary foci of
the project and this is

18

Scores carried over

Element or requirement
No

Partly
yes*

Yes

Result

specified in the targets.

Gender strategies are
embedded in the ADM
Project components and
this education model
maximizes the
involvement of women
especially in the project
implementation at the
classroom level in far
flung communities.
7. Presence of monitoring
targets and indicators (max
score: 2)

2.0

Gender equity is part and

highlighted as one of the
guiding principles and
approaches of the ADM
Project Monitoring and
Evaluation System. This
M&E system clearly
incorporates targets and
objectives to reduce
gender disparity.

8. Provision of collection of sexdisaggregated data in the M& E

plan (max. score: 2)

2.0

The projects M&E plan

puts emphasis on the
collection of sex
disaggregated data
through out the project
implementation.

Research to determine
and address other gender
issues will also be
conducted.
9. Commitment of resources to
address gender issues (max
score: 2)

1.80

Addressing gender issues

are incorporated in all key
activities of each of the
project component with
specific budget items. An
expert on GAD will be

19

Scores carried over

Element or requirement
No

Partly
yes*

Yes

Result

engaged throughout the

project implementation as
well as in the M&E for all
components.
2.0

10. Inclusion of plans to

coordinate/relate with the
agencys GAD efforts (max
score: 2)

TOTAL GAD SCORE FOR

PROJECT IDENTIFICATION AND
DESIGN

ADM Project design

considers all lessons
learned from the recently
completed Australian
funded education
initiatives in the
Philippines.

18.30

*As evident from the scores in Boxes 5 and 6 and the sector-specific checklists, the summary score for
a partly yes for an element or requirement can range from 0.1 to 1.99.

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