Report

On

Basic M&E Training

Prepared By:

Mubarrat Arfin (Sylvia) MIS Officer, READ

Edited By: Dilshana Parul

Deputy Manager- M&E, READ

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Table of Content

Content Page

Table to Content i

Chapter One: Introduction 2-5 1.1 Background of the Training 2

1.2 Objectives of the Training 2

1.3 Rationality of the training 2

1.4 Contents of the Training 3

1.5 Training Methodology 3

1.6 Nature of the training participants 5

Chapter Two: Description of the Training Activities 6-9

2.1 Inauguration Session 6

2.2 Concept of Basic M&E 6

2.3 Documentation Register 7

2.4 Orientation on Online Registration Format 7

2.5 Orientation on School Visit Format & School Profile Format 7

2.6 Instructional Adjustment Tool (IAT) 8

2.7 TriNet Training Tool 8

2.8 GPS data collection 9

2.9 Orientation on RIMES and Online Practice 9

Chapter Three: Conclusion 10-11

3.1 Output of the Training 10

3.2 Outcome of the training 10

3.3 Recommendations 11

3.4 Conclusion 11

Appendix-1: Training Activities in Pictures 12

Appendix-2: Training Schedule 13

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Chapter One: Introduction

1.1 Background of the Training:

The four days basic monitoring and evaluation training was conducted successfully in all of the

six regions. The facilitators were well prepared and the participants were enthusiastic to gain

knowledge as online data entry through Smartphone was new to them. Several feedbacks were

coming from the participants. The main purpose of the training was to orient the developed tools

and data flow system of READ M&E. This training event provided the clear concept and

understanding about the data collection tools which will make the work process easier and it

would be possible to acquire the accurate and appropriate data from the field.

1.2 Objectives of the Training:

• To give orientation on different data collection tools which will be used in READ M&E

• Orient and on hand practice on Online monitoring system of READ

• Give orientation on assessment tools IAT and its administer process

1.3 Rationality of the training:

At the end of grade 3, 67% of students in Bangladesh achieve expected competence in Bangla.

At the end of grade 5, only 25%achieve that desired competency [National Student Assessment,

2011].In Keys to Literacy Lyon, G Reid (1998) shows that there is 90% probability that a child

will remain a poor reader at the end of the fourth grade if the child is a poor reader at the end of

the first grade.

In reminding the situation READ has designed its program for implementing it in the field level.

At the beginning of the project period a “Monitoring and Evaluation Plan” was developed and

approved by the US-Aid. The field level implementation of M&E is guided and designed as per

the approved M&E plan. Though there is a specific guideline for READ M&E still as

monitoring, documentation, record keeping & assessment is a large and important part of this

project. Several questions were aroused to pictured it in the field level. Like –

• When, How and who will be responsible of all this activities?

• When, How and who will preserve all the documents?

• How we can operate online database system?

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To address these questions and give a common understanding about the field level

implementation of READ M&E it was necessary to give same massage in regarding M&E

throughout the program area. So it was immense need to arrange M & E basic training.

1.4 Contents of the Training:

The contents of the four day training sessions are as follows-

• Inaugural Session

• Concept of basic M & E

• Introduction on Registration Format i.e Teacher, Students, SMC,AUEO

• Introduction on Register Format i.e Library, Class Visit & IAT Register

• Orientation on School Visit Format, School Profile Format

• Orientation on Instructional Adjustment Tools (IAT)

• TriNet training Tools Orientation

• Orientation on GPS and GPS Data Collection

• Online practice using Smart Phone

1.5 Training Methodology:

Facilitators were very interactive and they have applied different types of technique to create an

environment of effective learning. Mostly they use “learning by doing” training methodology to

support behavior change through highly interactive training. Training methodologies using by

the facilitators are as follows-

• Discussion of the activities (Open Discussion)

• Brain storming session

• Group work

• Exercises/ practice through fill up the hardcopy of the format/register

• Experience sharing

• Online Practice individually

• Role play/ Demo session

• Model session presentation

• Power point presentation (Trainer & trainees)

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• Peer work

• Question & answer

• Summary and Feedback

• Giving Assignment

Conducted training at a glance is as follows-

Organization Training Date

Training Venue Training Facilitators NO. of Participant

VERC 16.09.2014- 19.09.2014

PROSHIKA Saturia ADC

1. Sumol Barmon (STO- M&E)

2. Md. Kabir Hossain (STO- Reading)

From SCI: Mubarrat Arfin (Sylvia) (MIS Officer)

38 (Male - 33,

Female - 05)

PC- 1 (M) STO- 2 (M) A&F Officer- 1 (M) TO- (M-8) FO- 24 (M-19, F-5) A.A&F- 2 (M)

CODEC-Barisal

14.09.2014- 17.09.2014

District Primary Education office hall room

1. Mr. Nazrul Islam (STO- M&E)

2. Md. Shariful Alam (STO- M&E)-FIVDB

38 ( Male-25,

Female -13)

PC- 1 (M) STO- 2 (M-1, F-1) A&F- 1 (M) AA&F- 2 (M) TO- 7(M-4, F-3) FO- 24 (M-15, F-9)

CODEC- Cox’sBazar

15.09.2014- 18.09.2014

Resort Beach View Conference Room

1. Khorshed Alam (STO- M&E)

12 ( Male-12, Female -0)

PC-1(M) STO-2(M) A&F Officer-1(M) TO- 2(M) FO-6 (M)

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RDRS 16.09.2014- 19.09.2014

Vinnaya Jagat 1. Md. Habib Shatti (STO- M&E)

From SCI: Dilshana Parul (DM-M&E)

38 (Male- 34, Female- 4)

PC- 1 (M) STO- 2(M) A & FO- 1 (M) A & FA- 2(M-1, F-1) TO- 8 (M-7, F-1) FO-24 (M-22, F-2)

FIVDB 03.09.2014- 06.09.2014

Central Training Centre, FIVDB

1. Md. Shariful Alam Bhuiyan (STO- M&E)

2. Mr. Chittapriya Acharjya, (STO-Reading)

From SCI: 1. Mr. Akter Hossain, Sr.

Manager-MER 2. Dilshana Parul, DM-

M&E 3. M. Ashfaq E Zaman,

DM- MIS 4. Mubarrat Arfin

Sylvia, MIS Officer

38 (Male- 35, Female-03)

PC- 1 (M) STO- 2(M) TO- 8 (M-7, F-1) FO-24 (M-22, F-2)

JCF 15.09.2014- 18.09.2014

NGO Forum Training Centre

1. Ashik Eqbal (STO- M&E)

From SCI: M. Ashfaq E Zaman, DM- MIS

37 (Male- 26, Female-11)

PC- 1 (M) STO- 1(M) AFO-1 (M) TO- 8 (M-7, F-1) AAF-2 (M-2) FO-23 (M-13, F-10) M&E (Focal)- 1(M)

1.6 Nature of the training participants: The main participants of the training were the field

level implementers of READ project. The Field officers and the Technical officer of READ

receive the training. The STO READ and the project coordinator also took part in the training as

a participants and as well as a facilitators in some sessions. Overall participation of the field level

employees was quite satisfactory and enthusiastic.

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Chapter Two: Description of Training activities

2.1 Inauguration Session:

PC’s-READ of the all six partner organization delivered the inaugural speech at the beginning of

the basic M & E training. They announced the inauguration of 4 days training on basic M & E.

In their Speech they welcomed all the participants and facilitators and gave valuable suggestion

to their staff participants. They described the importance of the training and told the participants

to participate actively as their expectation toward participants is that they will gather proper

knowledge of using M&E tools and collecting appropriate data from the field. After the

inaugural session they hand over the Smartphone to the field officers.

2.2 Concept of Basic M&E:

STO-M&E’s were responsible to conduct the session. They have applied several methods to

conduct the session in a participatory way. They elaborated the concept of project cycle with

detail examples in a Power Point presentation. The main points that were discussed in the session

are as follows-

• The definition of Monitoring & Evaluation

• The difference between Monitoring & Evaluation

• Result Framework (From Design to Management)

• The definition of Indicator

• Detail description on the types of Indicator

Input Indicator

Activity Indicator

Output Indicator

Outcome Indicator

Impact Indicator

• Discussion on the steps involved in designing an M&E system with presenting READ

monitoring information flow & its use in decision making.

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2.3 Documentation Register

Firstly, Facilitator disseminated the Registers to the trainees and told them to read it thoroughly.

There are basically three types of registers. These are-

• Head Teacher Register

• Library Register

• IAT Register

This session conducted with questioning, answering, clarification and open discussion. In some

cases trainees wanted more clarifications about the format. Facilitator discussed intensely

according to the indicator in each register.

2.4 Orientation on Online Registration Format

Field officers will be the responsible person for online registration. They have to input data on

RIMES for registration. They are mainly oriented with the registration format as follows-

• Student Registration format Orientation

• Teacher Registration format Orientation

• SMC Registration format Orientation

There were several feedbacks came from the participants related to the online registration. They

suggested several points to be added or be deducted. In this session they were introduced with

RIMES through multimedia projection.

2.5 Orientation on School Visit Format & School Profile Format

This session was conducted by STO- M&E’s. They used several techniques to make the sessions

more effectual. The participation of the participants was satisfactory. A number of important

points came from the trainees. Facilitators tried their best to clarify all of the doubts of the

trainees. School Visit Format is a very important monitoring tool of READ project which is

developed focusing on Book distribution (School Based & Community Based), Assessment &

Supervision in aspect of IAT & Formative Assessment and Parenting Session. Notable

information is every Field Officer will visit the school with the format before 5th instant of

respective month and then STO- M&E’s will input the data into RIMES. School Profile is a very

important format. This survey will give detail information about a school that includes its

infrastructure, teacher’s info, Student’s info and library utilization (Storybooks). An important

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information is school profile will be completed once in a year and then STO- M&E’s will input

the school profile data into RIMES. Technical Officer will check the all of data. In this session

Facilitator put emphasis on data source. It is also mentioned that three types of data source

(Admission Register, Attendance register and result register) were clarified among the

participants. Primarily the technical officers have the responsibility to verify all the data coming

from the field.

2.6 Instructional Adjustment Tool (IAT)

It is one of the important tools for READ programme. The STO-M&E’s was responsible to take

the session. Firstly they described Background, importance, development process and Objectives

of IAT. There are several indicators of IAT to assess student. These are-

• Letter knowledge

• Vocabulary

• Phonemic awareness

• Reading comprehension

Several techniques have been followed to conduct the session as like Group work, Problem

sharing & Discussion etc. Facilitator showed the tools by multimedia projector and discussed

very clearly. Facilitators divided the trainees in small groups and distributed the contents to them

for simulation. Group members played role in this session. After the session participants provide

feedback. In their discussion Facilitators say teachers will assess the students bimonthly and

STO- M&E’s will input the school profile data into RIMES. Primarily the technical officers have

the responsibility to verify all the data coming from the field.

2.7 TriNet Training Tool

Facilitators provide Training tools to all participants and showed the training format by

multimedia presentation. They discussed indicators according to training format. Besides, they

showed online data input process of RIMES and the procedures of preparing training event and

entry of training attendance into RIMES. There was a part of open discussion and participants

got clear idea about it.

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2.9 GPS data collection

The PowerPoint presentation of GPS was conducted by STO M&E’s. They explained all of the

important facts of GPS data collection. They oriented all the participants with GPS machine.

They divided the trainees in small groups to collect data practically with GPS machine. From the

practical session participants had some problem in collecting data. The facilitators helped them

with all the clarification. In this session they discussed on some very important information of

GPS. These are as follows-

Definition of GPS

History (TRANSIT) of GPS

Different segment of GPS

GPS Position Accuracy

Significant Parameters

Different operational parts of GPS Machine

Procedure of GPS Data Collection

2.10 Orientation on RIMES and Online Practice

On the last day Participants involved daylong session on online practice. STO-M&E’s gave an

orientation on RIMES before the practice session. They gave a short introduction on RIMES

including entering on the website using web address, login/ logout procedures, user interface,

necessity of appropriate data input etc. Basically FO’s are responsible for online registration

(Student, Teacher, SMC, AUEO). They will input data’s by Smartphone. So they were

introduced with RIMES- Mobile. Facilitators conducted the overall session of online practice by

showing them every steps of online posting by multimedia projector. FO’s practiced online data

input by their Smartphone. Facilitators clarified every query of the participants.

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Chapter Three: Conclusion

3.1 Output of the Training:

• All of the participants of the training are oriented about online registration, registers

/formats and two important monitoring tools.

• All of the participants of the training are oriented about online database process and

techniques.

• All of the participants are well-known how to use Smartphone online for program

purposes.

• All of the participants are well known about the data sources of the tools and formats.

• While working in groups as per instruction they came out with several problems with

solution.

3.2 Outcome of the training:

• Participants have learnt main concept of Monitoring & Evaluation and can apply it to

their work process.

• They have learnt to assess student using IAT and they are able to assist teachers in

assessment.

• Well learned to fill up different formats/registers.

• Participants got an idea about the sources of Data, Data collection process of all format/

register.

• Participants are able to entry data in RIMES using Smartphone.

• They are capable of collecting GPS data accurately.

• Participants could prepared a plan for apply tools in field level.

• Trained technical officers could check the data’s collecting from the field by FO’s based

on their acquired knowledge from M & E basic training.

• Participants are more committed and confident now after the training sessions

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3.3 Recommendations:

• Need minimum 2 days practical session use of smart phone.

• Need minimum 8 GPS machine for use of GPS data collection.

• Training should be conducted in an environment where trainee could enrich himself with

new ideas, skills and confidence.

• Should make a calendar of IAT conduction date otherwise Formative assessment & IAT

will make it clumsy. So need clear decision on the frequency of IAT and FA.

• It should be mentioned Students instead of Children in each format.

• Need handout distribution per participants for RIMES software.

• Supply IAT materials as soon as possible for implementation.

• Need clear instruction on every tool.

3.4 Conclusion:

It was by all accounts a successful event. These training events provided an opportunity for

the participants to share ideas, views, thoughts and to reach some consensus in different

opinions. Surely these training events made the participants more confident to work as they

got chance to clarify all of their doubts and to gain proper knowledge in every single

documents of field operation. Each of the documents like registers, formats, tools were being

discussed briefly in this training. The most significant thing was most of them had no

experience in online data entry by using Smart phone. . This training session has given them

the opportunity to practice practically and clarify before execute. Knowledge on all of the

functions of GPS data collection has also added to their accounts.

The training event was full of participation of the participants from all six organizations of

six implementing regions.

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Appendix-1: Training Activities in Pictures

Figure: Inaugural Speech of PC Figure: Smartphone Distribution

Figure: Group Work Figure: Demo Session

Figure: Online Practice

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Appendix-2: Training Schedule

Time Topics/ tools Main contents/Indicators Facilitator Remark

s

Day-1

09:00 – 09:30

Opening Registration / Inaugural speech PC

Objective of the workshop STO- M&E

9.30-11.00 Documentation

Register

Head Teacher Class Observation Library Register IAT Register

(Sources of Data, Data collection process,

Uses of Register)

STO- M&E

11:00-11:15 Tea Break

11:15-1:00 Online

Registration Format

Student Registration format Orientation

Teacher Registration format Orientation SMC Registration format Orientation

STO- M&E

01:00 – 2:00 Lunch Break

02:00 – 4:00 School profile

Format

Tools orientation Clarification Tools orientation Group work on data collection

STO- M&E

04:00-4:15 Tea Break

4:15 – 5:00 School profile

Format

Open discussion and clarification Problem Sharing (Sources of Data, Data collection

process, Uses of Register)

STO- M&E

Day-2

08:30-9:30

STO- M&E

Recap Update from last day

9.30-11.30 Instructional Adjustment Tool (IAT)

Background, importance , development process and Objectives of IAT

Tools Orientation G-1 Group work Problem sharing & Discussion

frequency, data source, data accuracy, use of data Indicators: Letter knowledge, vocabulary, phonemic

STO (M&E),

STO (Reading)

& TOs

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Time Topics/ tools Main contents/Indicators Facilitator Remark

s

awareness, reading comprehension

-Open discussion and further clarification

11:00-11:15 Tea Break

11:15-1:00 Instructional Adjustment Tool (IAT)

Tools Orientation G-2 Group work Problem sharing & Discussion

frequency, data source, data accuracy, use of data

Indicators: Letter knowledge, vocabulary, phonemic awareness, reading comprehension

-Open discussion and further clarification

STO (M&E)

1:00-2:00 Lunch Break

2:00-4:30 Instructional Adjustment Tool (IAT)

Background, importance , development process and Objectives of IAT

Tools Orientation G-3 Group work Problem sharing & Discussion

frequency, data source, data accuracy, use of data Indicators: Letter knowledge, vocabulary, phonemic awareness, reading comprehension -Open discussion and further clarification

STO (M&E)

4:30-4:45 Tea Break

Day-3

09:00-10:00

Update from last day

STO (M&E)

SVF( School Visit Format)

Open discussion and clarification Problem Sharing (Sources of Data, Data collection

process, Uses of Register)

10.00-11.00 TriNet

Training Tool

Tools orientation Group work on data collection Open discussion and clarification

STO (M&E)

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Time Topics/ tools Main contents/Indicators Facilitator Remark

s

Problem Sharing 11:00-11:15 Tea break

11:15-1.00 GPS data collection

Multimedia Presentation Practical session

STO (M&E), STO (Reading)

1:00-2:00 Lunch Break

2:00-4:00 Online Practice

Student Registration format Teacher Registration format

STO (M&E)

4:00-4:15 Tea Break

4:15-5:00 Online Practice SMC Registration format STO (M&E)

Day-4

9:00-11:00 Update from last day STO (M&E) Online Practice

11.00-11.15 Tea Break

11:15-12:00 Online Practice

STO (M&E), STO (Reading) & TOs

12:00-12:30 Closing Session PC

12.30-2.30 Lunch and Namaz