DOs and DON?Ts in Monitoring and Evaluation

DOs and DON?Ts in Monitoring and Evaluation

Excerpted from the infoDev publication, Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries.

This chapter draws together the key recommendations of the previous chapters. It is designed to be accessible to policy makers, program managers, implementers and evaluators, as well lay users, at the international and national levels. Not only does it reiterate some themes from the previous chapters (identified in parentheses after each subheading, where possible), but it also seeks to identify less evident issues, especially those that are of longer-term benefit and impact.

Of course, dos and don’ts are often merely different sides of the same coin. However, we are also conscious that there are things that we can practically do that can make a real difference to the success of technology enhanced learning programs, as well as traps that we all too often fall into if we do not consciously think about things we should not do! The following sections are organized accordingly. Moreover, there are some issues that are of such importance that we have decided to discuss them from different angles in each of the two main sections.

Executive Summary

  • This concluding chapter provides a checklist of recommendations relating to the practical monitoring and evaluation of ICTE initiatives in the form of a series of ‘Dos’ and ‘Don’ts’.
  • It is intended explicitly for a range of practitioners, from government offi cials, policy makers and planners, to teachers and learners in a variety of types of educational establishment.

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