Michael MOYO M&E assignment PDF

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EDUCATOR DEVELOPMENT PROGRAMME

NAME: MICHAEL.N.

SURNAME: MOYO

COURSE: MONITORING AND EVALUATION DUE DATE: 06 MAY 2019

QUESTION 1 1.1 Goal: To achieve a 90% pass rate for matric classes by 2024. 2 SMART OBJECTIVES: a) To explore means of boosting the NSC matric results by 2024. b) To improve and produce quality NSC matric results with more bachelor passes by 2024. 1.2 The Logic Model

Adopted from: www.gov.za For the National Saturday Class Project (NSCP) to be a success there is need for a holistic approach, were those on the helms of power must adopt the Logic Model as illustrated on the above diagram. The following is a general description of the practical inputs, activities, outputs, outcomes and impacts: INPUTS: As illustrated above, inputs are the resources that contribute to the production and delivery of outputs or simply what are going to use to the National Saturday Class Project. The first most important input that is require a determined, dedicated and committed team of expert teacher who can help and assist learners in mastering concepts. These gurus must have a proven track record where they excelled in producing wonderful results in quality and quantity. Their input will surely improving the pass rate that has been dropping over the past few years. Another vital input needed for the successful running of this project is the availability of teaching and learning material such as textbooks, exercise books and stationary for both the expert teachers and the matric learners. Other resources that are required are classes or the availability of these classes, if there are not available there is need to avail mobile class units to facilitate in the learning and teaching process. In terms of location these classes must be in a conducive learning environment. These material resources must be equally distributed in all South African Schools be it rural or urban and independent or public. With this in place the pass rate will surely improve.

Furthermore, there is need for proper planning for the smooth running of the project. Planning includes, inter alia, NSCP budget, structural programs, laying out goals and objectives setting. The budget planning would cater for remunerations of the expert teachers, buying food and beverages, acquiring teaching and learning material and transporting learners and teachers. Structural planning entails, timetabling subjects (allocating each subject adequate time) and assigning the duties to the teaching staff. More so, there is a need for clearly set goals of the NSCP followed by SMART objectives. ACTIVITIES Activities are defined as the processes or actions that use a range of inputs to produce the desired outputs and ultimately the outcomes. In essence, activities are things that we do. TO Improve the matric pass rate, it is important to engage in activities that enlighten the learners such the actual teaching and assessing students. In this activity the expert teachers will assess the learners informally or formally with class works, home works and deliver well planned lessons. Another activity of utmost importance is coaching learners on how tackle typical examination questions. Here learners are drilled on the basics of answering questions, techniques to be used and looking at past papers for practice. For further assessment a mock examination can be administered to check on the level of examination preparedness o the students. In the same vein of trying to boost the performance, one should also identify the learning barriers so that teaching becomes inclusive in terms slow, medium and fast learners. Furthermore, peer learning or group discussion to fill the learning gaps. Examples of these barriers can relate to eye sight in such concessions on the font size and extra writing time. Although, it not strictly a learning activity, however, there is need for fair distribution of resources between rural and urban schools (human and material resources). This ensures that rural or urban results will not have a negative impact on the national results, henceforth, it is a fundamental activity of this project. For instance, these resources must reach the most remote place in rural South Africa. At the level of administration and management planning must be continuous and ongoing, so that the project planners are proactive rather than reactive. For example, on time planning there is need to highlight the number of Saturday lessons are going to be administered.

OUTPUTS The Regenesys module asserts that, the final products, or goods and services produced for delivery. Outputs may be defined as “what we produce or deliver”. Therefore, in order to bolster the results, one the output of this Saturday Class Project is to produce learner wellarmed with Skills, Knowledges, and Abilities. This will definitely have a positive bearing on the results. It is apparent from the above assertation that an output is what we deliver, hence lesson that are well planned and well delivered are part and parcel of outputs. Furthermore, these lessons should produce final products that is university ready students who are not going to drop out or spend many years in university trying to complete their degree programs. On the same note the project’s end products (students who pass matric) must not only be accepted in South African universities, but they should be internationally relevant learners who can study any program anywhere around the world. That is, the project will produce competent learners that fit in the global fraternity.

Another output of this project is to produce responsible citizens who are ready to be future leaders. Therefore, the project must also act as cement to the moral fibre of society where this young generation is ready to take the initiative to lead the country in the right path through better education delivered by the project. OUTCOMES: According to Regenesys, outcomes should relate clearly to an institution’s strategic goals and objectives, which should be set out in its plans. Outcomes are “what we wish to achieve”. This paper set the following strategic goal, “achieve a 90% pass rate for matric classes by 2024”. Henceforth, the short to medium term plan is to achieve 90% national matric results. The two objectives are; “To explore means of boosting the NSC matric results by 2024” and “To improve and produce quality NSC matric results with more bachelor passes by 2024”. Therefore, the essence of this National Saturday Class Project seeks to achieve the abovementioned goal and objectives. IMPACTS: Basically, impacts are things that we aim to change. At the heart of this projects to the aim of improving the dropping National Matric Pass Rate. The impacts are deeply rooted in the outcomes, that is, as long as our outcomes are achieved, the results will be improved.

QUESTION 2 As cited in the Regenesys study, “monitoring asks whether the things we planned are being done right, while evaluation is asking are, we doing the right things, are we effective, efficient and providing value for money, and how can we do it better. Evaluation has the element of judgment, and must be (made) against objectives or criteria." The Presidency (2007:1-2). The Monitoring and Evaluation Process. Step 1: Monitoring and evaluation situation analysis– list main policy goals and strategic objectives

Step 2: List administration systems and data sets

Step 3: List the indicators an ge –s classify into input, process, output, outcome and impact • List the baseline data sources • Link indicators to specific policy objectives

Step 6: Review the link betwee inputs, output, outcomes and impact– identifyingcause-andeffect relationship

Step 7: Reporting approach

Step 8: Evaluation approach

Step 4: For each policy bjective, map the relevant indicators

Policy is covered by indicators

Policy is NOT covered by indicators

Step 9: Capacitybuilding plan

Step 5: Identify and design new indicators, targets and baselines, and repeat steps 3 and 4

Step 10: Communication plan

(DPME, 2012) The above flow chart serves as a short account of the monitoring and evaluation process the Department of Basic Education should follow as an ongoing and post-mortem of the National Saturday Class Project to address any loopholes that might hinder its success. The following is a detailed account of the process of monitoring and evaluation with practical examples;

Step 1: Situation analysis; According to Wikipedia, situational analysis refers to a collection of methods that managers uses to analyse an organization’s internal and external environment to understand its capabilities, customers, and business environment. The Regenesys guide asserts that, one has to list the policy objectives and main sources, for example, as cited in Question 1; to explore means of boosting the NSC matric results by 2024 and to improve and produce quality NSC matric results with more bachelor passes by 2024. Another aspect under this step is to list joint implementation institutions and partners, the sphere of government, and nature of co-operative leadership. These institutions include the Department of Basic Education (DBE), Municipalities, Umalusi and National Treasury. The DBE has National, Provincial, District and Circuit level, all these institutions must be actively involved in the Monitoring and Evaluation process. Further to that, another important stakeholder here are the parents and guardian. Thus, the involvement of these stakeholders at all levels of government administration (internally) and the customers (externally) will ensure the success of this project. McCoy and Bamford (1998:6-9) suggest the conducting a situation analysis involves the following steps; TABLE 10: SITUATION ANALYSIS Step 1: Determine the The framework provides the scope of the analysis. It should be focused framework and should fit the needs of the research. Step 2: Identify what There is no need to reinvent the wheel. Do research within the department information is already to see what information is already available. Make sure that it is accurate. available Step 3: Identify what information is still required

Analyse the gaps between the information that already exists and the information needed. This will give you an indication of what should still be gathered. Usually at this stage questionnaires or feedback forms will be developed to collect specific information.

Step 4: Collect the Next you need to develop a research plan. Describe the information required information needed, the process you will follow to gather it, how you will analyse it and in what format you will present your findings. Step 5: Compile and Write a report presenting the situation and its analysis. Usually the format write the report of a research report could be used, but different departments prefer different reporting formats for specific information. Step 6: Distribute and Lastly the information collected should be published. The type of disseminate the report programme or project will predict which channels to use for the publication of the report.

Step 2: Describe administrative information systems and data sets; Step 2 of the process links well with step one – data collection and analysis. In step one of the process the current situation has been analysed while in step 2 the information is taken a step further: it is analysed to inform decision. Therefore – knowledge is created. These are data records, IT, financial, and other day-to- day systems that are sources of information. For example, in terms of IT the DBE can depend on SASAMS to know the number of matric students nationally, provincially and per district per school. For financial report the DBE can refer to the HR department for the reimbursement of our expert teachers, this can be done at

a monthly basis. Furthermore, the National treasury can provide a financial summary concerning the monetary break down of the project. Other system includes school and class registers for leaner attendance, period registers for teacher attendance. This should be done on a day to day basis. This can be in manual format and the school administrators transfer this information into soft electronic format. Lastly the data bases should be maintained and planned for regularly by the systems administrators and managers at all levels. Ways of gathering data are, Primary data can be collected in different ways, depending on the project needs, skills levels, time and budget. Data can also be collected from individuals or from a group of people. Examples of primary data collection include: questionnaires, surveys, interviews, focus groups and group interviews, unstructured interviews, structured interviews, and observation. This data can then be collected based on either being qualitative or quantitative and for the best result a holistic approach should be adopted by mix the two. Step 3: List indicators, targets, and baselines; According to the Regenesys guide page 68, National Treasury (2007:22) defines a programme indicator as: “In management terms, an indicator is a variable that is used to assess the achievement of results in relation to the stated goals/objective.” In case our variable becomes the pass-rate which is dependant on the ability of educators and students achieving the ear marked 90%. Our indicators can also cut across the distribution of material resources. National Treasury (2007:7) requires that all performance indicators conform to the standards reflected as Reliable, Well-defined, Verifiable, Cost-effective, Appropriate and Relevant Furthermore, performance indicators need to contribute to the four standards required of monitoring and evaluation: Equity, Effectiveness, Efficiency and Economy Regenesys guide alludes that, each indicator must relate to the logic model. Thus, Economy, efficiency, effectiveness and equity indicators are each related to a specific component of the outcomes approach (inputs, activities, outputs, outcomes and impacts). These specific relationships are explained below (National Treasury, 2007:8); Economy indicators; These are used to determine that the correct inputs are attained at the lowest possible cost. They also determine whether the correlation of outputs with cost is correct. For example, this project must not be a mere waste of money and be expensive in comparison to developed or developing countries that are have better pass results than South African. However, the DBE needs to understand that without the proportional financial investment in this project our intended objectives will not be met. Therefore, this paper recommends that, financial resources be channelled towards procurement of teaching, learning and remuneration of the expert teachers. Efficiency indicators; These measures how efficiently the inputs have been transformed into outputs. Efficiency is measured with an input-to-output ratio. Thus, the DBE must be able to measure the percentage time spend on teaching, learning and assessing students during the Saturday Classes. For instance, one expert teacher per subject per cluster level must be able to bolster the results at that level or more expert teachers for critical subjects per cluster can positively impact on the learning gaps and barriers thus making use of the teaching time allocated for those subjects. Effectiveness indicators; These measure how well the outputs achieve the outcomes. The outcomes must relate to the strategic objectives of the specific organisation, and therefore effectiveness can be measured based on whether or not these objectives (outcomes) are being achieved. As an organisation's goals and objectives are likely to be the same over a period of at least five years, effectiveness

only needs to be measured once during this period. To clarify, annual results analysis should be conducted at national level to check whether our 90% pass rate have been achieved and maintained in the short term (until 2024) there after the project can be adjusted to suit the future needs. Equity indicators; The Regenesys guide asserts that, equity indicators measure how well services are being provided without unfair bias or discrimination. In other words, equity indicators are used to measure how well an organisation has attained comparable outputs among different groups; for example, resources must be fairly distributed between those living in rural and urban areas. The best way to measure equity is by conducting benchmark tests. The best way to measure these indicators is to compare them with international best practice (are similar institutions achieving similar results based on the same amount of resources?). Thus, South African standards should be competitively globally relevant. Targets; The Regenesys guide entails that, after selecting appropriate performance indicators, determine what level of performance will ensure the achievement of the organisation's outcome, setting targets for appraising the project. Performance targets are, goals the organisation sets that determine a specific set level of performance that the organisation, programme, project or individual aims to achieve within a set time frame (National Treasury, 2007:9). Setting performance targets involves determining the baseline and performance standards (National Treasury, 2007:9). Performance standards are the "minimum acceptable level of performance" required from the individual, organisation or project. For example, 90% is the minimum level of performance expected if this project is success until the year 2024. Performance standards also consists of determining baselines. Baseline; Regenesys guide page 71-72 pose it that, “baseline refers to the current level of performance, which must be improved. Baseline information offers a point of comparison. A baseline is the specific measurement of the indicators within your monitoring system. You start collecting baseline information during the first year of the intervention. After that, you can use this information to measure the progress of the project or programme”. In this case our baseline is the falling national matric pass rate which the DBE will use to check whether results are improving or they are falling. Step 4: Group indicators by policy objective; Regenesys guide propounds that, there is need to clarify which indicators give information on the attainment of each policy objective. This step is fairly straightforward: you link your indicators to the relevant policy objective. This allows a clear correlation between what you are trying to achieve and how you are going to achieve it. If there are no indicators for your policy objectives, you proceed to Step 5. For example, the DBE can link the achievement of a 90% pass rate with Equity, Effectiveness, Efficiency and Economy as the indicators. Step 5: (If policy objectives have no indicators); Based on the guidelines highlighted in steps 3 and 4, you must design new indicators, targets and baselines if these are not present for the specific policy that you are addressing. Since the objectives bear indicators as highlighted in the steps above, we proceed to step 6. Step 6: Review links between inputs, outputs, outcomes and impact, and identify causal relationships and links (results chain); For best results, the government's outcomes-based approach needs to adopted, where one needs to ensure that each link in the monitoring and evaluation chain is serving a purpose and can be related back to inputs, outputs, outcomes and impacts. Hence a cause and effect

relationships between different elements of the results chain must be established. Our inputs in the delivery of the best outputs. The right outputs will be achieved and this should contribute towards achieving our 90% pass rate as an outcome or impact. The best way to identify and evaluate the links between outcomes and monitoring and evaluating the system is to use a theory of change or the logic model, however, this paper recommends the logic model where indicators must be measured against six criteria: Reliability, Well-defined, Verifiability, Costeffective, Appropriaten...