Evaluating ICT for Education in Africa - Royal Holloway, University of ...

This comment and the wider associated exchange exemplified the warningfrom James and Miller (2005) that there is often an emphasis on simplycollecting information without considering what will be done with the dataonce gathered. Regarding data collection as an end in and of itselfdemonstrates a lack of understanding surrounding the process-based natureof monitoring and evaluation, revealing the working assumption that they areactivities best left until after project completion (James and Miller 2005).This mentality reflects the notion that valuable data constitutes that whichcan be observed, measured and quantified, and that monitoring andevaluation are solely data collection mechanisms from which programmetrends can be extrapolated when resources became available.It was a considerable challenge to help the partners adjust their thinkingtowards a more holistic conception of monitoring and evaluation as asystems-based process which could influence both current and futuredecisions (Watson 2006). However this was achieved through a series ofmeetings and informal conversations, combined with initial methodologicalexperimentation and demonstration. Explaining and demonstrating thebenefits of a systemic and process-based approach required a considerableinvestment of time and became a primary focus of the first stage of theresearch, alongside the clarifying of objectives and terminology. It alsoinvolved creating a table of methods, with rationale and objective for thepartners. (Appendix T).Unwin (2005 p.78) notes that „the relationships between monitoring andevaluation and capacity building and management are crucial for thesuccessful implementation of technology enhanced learning programmes …monitoring and evaluation have a direct impact on capacity building andmanagement‟. He goes on to suggest that through effective monitoring andevaluation, those involved have opportunity to improve their educationalpractices. Thus, conceptualising monitoring and evaluation as tools toimprove practice and build capacity has significant implications for theproject implementation approach. Kocsev reflected with hindsight regarding256