TANZANIA COMMISSION FOR AIDS - Global HIV M&E Information

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why the programme is or is not reaching its objectives and contributes to the understanding of programme outcomes. Summary of stage 1.1: using the example of peer education programme Activities Design stage Determine whether peer educators are an effective way of reaching the target population Systems development and functioning stage • Develop curricula to train peer educators • Recruit, select, and train peer educators Implementation stage Peer educators provide education and counseling services three times a week in three centres Monitoring and Process evaluation Did you consult youth in the target population about the effectiveness of peer educators? • How many peer educators are recruited, selected and trained? • What is the quality by of the training provided to peer educators? • How many youth are counseled by peer educators • What is the quality of counseling provided by peer educators Outcome and impact evaluation N/A N/A Do changes in knowledge, attitudes, and behaviour occur among youth who are counseled by peer educators? 1.2 When should an <strong>HIV</strong>/<strong>AIDS</strong> programme be monitored and evaluated? Monitoring and evaluation are done at different stages. Monitoring and process evaluation should be undertaken throughout the period of the programme. The information collected during the programme implementation period can be used to ensure that you are meeting the objectives, to improve programme performance, and provide feedback to stakeholders. Outcome and impact evaluations are done near the end of a programme using the baseline information gathered at the beginning of the programme. Outcome and impact evaluations should not be conducted prematurely. For some intended outcomes, such as changes in risk behaviours, programme activities need to be carried out some years before changes can be noticed in the target population. Page 28
When exactly should outcome and impact evaluation be conducted depends on programme objectives, the information needs of stakeholders, knowledge of the programme, available resources, etc. 1.3 How much will M&E cost? This involves determining the cost of monitoring and evaluation including time and resources required for conducting M&E. It involves prioritizing on the areas to be evaluated basing on available resources and time. 1.4 Who should be involved in M&E? Ideally, M&E should involve as many stakeholders as resources permit. These may include programme staff, beneficiaries (e.g., youth), school authorities, community leaders, parents, local government officials, service providers, donors, etc. Stakeholders may be involved at various phases of evaluation including: planning and design, collecting and analyzing data, identifying the key findings, dissemination of results, etc. 1.5 Who should carry out the evaluation? Evaluation can be done by programme staff, by hiring an outsider or a combination of the two. Decision on who should conduct the evaluation depends on a number of factors including cost, time, financial feasibility, etc. In some situations, using outside evaluators may be more appropriate. Most funding agencies require an external evaluation because these are perceived to be more objective as they have less stake in th outcome of evaluation. However, programme managers need to ensure that the outside evaluators are sensitive to programme goals and local context in which the programme is being implemented. External evaluators should be seen as part of the support system rather than threats. Stage 2: Selecting Indicators An indicator has been defined as a measurable statement that targets the programme objectives and activities. Other aspects of indicators to focus on are the forms and characteristics of indicators. Page 29
Page 1 and 2: TANZANIA COMMISSION FOR AIDS [TACAI
Page 3 and 4: TABLE OF CONTENTS Acknowledgements
Page 5 and 6: Preface Our country has declared th
Page 7 and 8: Outline of Modules Prologue: Basic
Page 9 and 10: • HIV-1: the most common cause of
Page 11 and 12: sexuality. Poverty is yet another f
Page 13 and 14: • There have been a few AIDS case
Page 15 and 16: Impact of HIV/AIDS The impact of HI
Page 17 and 18: • M&E helps in the mobilization o
Page 19 and 20: Types of evaluation There are three
Page 21 and 22: Goals, Outcomes, and Objectives In
Page 23 and 24: capture various dimensions of a pro
Page 25 and 26: Strategies are vehicles or means of
Page 27: Systems development involves the cr
Page 31 and 32: Kinondoni district. If the indicato
Page 33 and 34: example above, the age for instance
Page 35 and 36: • Will the data be qualitative, q
Page 37 and 38: This step often surfaces only when
Page 39 and 40: 3. Ensure linkage between data coll
Page 41 and 42: to measure areas where particular e
Page 43 and 44: NATIONAL RESPONSE ON HIV/AIDS TACAI
Page 45 and 46: S/n 1 Reporting Details Level of Re
Page 47 and 48: 2.2.4 Do you have Workplace interve
Page 49 and 50: 2.4 Community Projects Number of ex
Page 51 and 52: 2 3 4 3. Community Care/ home based
Page 53 and 54: 5. RESEARCH Research/ Survey Area 5
Page 55 and 56: S/n 1 Reporting Details Level of Re
Page 57 and 58: screened 1.3.3 Number of blood dono
Page 59 and 60: 3.1 Health Sites providing ARVs acc
Page 61 and 62: 10 An Association 11 Informal Secto
Page 63 and 64: 3. DOES YOUR SECTOR/0RGANIZATION DI
Page 65 and 66: 5. RESEARCH Program/Activity 5.1 Re
Page 67 and 68: GUIDE TO FACILITATORS This guide is
Page 69 and 70: General Requirements for a Training
Page 71: • Post-training test • Day refl

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