Monitoring and Evaluation

Monitoring and Evaluation :

Monitoring is the systematic and routine collection of information from projects and programmes for four main purposes:

• To learn from experiences to improve practices and activities in the future;
• To have internal and external accountability of the resources used and the results obtained;
• To take informed decisions on the future of the initiative;
• To promote empowerment of beneficiaries of the initiative.

Monitoring is the systematic process of collecting, analyzing and using information to track a programme’s progress toward reaching its objectives and to guide management decisions. Monitoring usually focuses on processes, such as when and where activities occur, who delivers them and how many people or entities they reach.

Monitoring is conducted after a programme has begun and continues throughout the programme implementation period. Monitoring is sometimes referred to as process, performance or formative evaluation. (Adapted from Gage and Dunn 2009, Frankel and Gage 2007, and PATH Monitoring and Evaluation Initiative)

Monitoring is a periodically recurring task already beginning in the planning stage of a project or programme. Monitoring allows results, processes and experiences to be documented and used as a basis to steer decision-making and learning processes. Monitoring is checking progress against plans. The data acquired through monitoring is used for evaluation.

Evaluation is assessing, as systematically and objectively as possible, a completed project or programme (or a phase of an ongoing project or programme that has been completed). Evaluations appraise data and information that inform strategic decisions, thus improving the project or programme in the future.

Evaluation is the systematic assessment of an activity, project, programme, strategy, policy, topic, theme, sector, operational area or institution’s performance. Evaluation focuses on expected and achieved accomplishments, examining the results chain (inputs, activities, outputs, outcomes and impacts), processes, contextual factors and causality, in order to understand achievements or the lack of achievements. Evaluation aims at determining the relevance, impact, effectiveness, efficiency and sustainability of interventions and the contributions of the intervention to the results achieved. (Adapted from Gage and Dunn 2009, Frankel and Gage 2007)

An evaluation should provide evidence-based information that is credible, reliable and useful.  The findings, recommendations and lessons of an evaluation should be used to inform the future decision-making processes regarding the programme.

Evaluations should help to draw conclusions about five main aspects of the intervention:

• relevance
• effectiveness
• efficiency
• impact
• sustainability

Information gathered in relation to these aspects during the monitoring process provides the basis for the evaluative analysis.

Monitoring & Evaluation is an embedded concept and constitutive part of every project or programme design (“must be”). M&E is not an imposed control instrument by the donor or an optional accessory (“nice to have”) of any project or programme. M&E is ideally understood as dialogue on development and its progress between all stakeholders.

In general, monitoring is integral to evaluation. During an evaluation, information from previous monitoring processes is used to understand the ways in which the project or programme developed and stimulated change. Monitoring focuses on the measurement of the following aspects of an intervention:

• On quantity and quality of the implemented activities (outputs: What do we do? How do we manage our activities?)
• On processes inherent to a project or programme (outcomes: What were the effects /changes that occurred as a result of your intervention?)
• On processes external to an intervention (impact: Which broader, long-term effects were triggered by the implemented activities in combination with other environmental factors?)
• The evaluation process is an analysis or interpretation of the collected data which delves deeper into the relationships between the results of the project/programme, the effects produced by the project/programme and the overall impact of the project/programme.

Importance of monitoring and evaluation 

Monitoring and evaluation are critical for building a strong, evidence base for assessing the wide, diverse range of interventions being implemented .It is a tool for identifying and documenting successful programmes and approaches and tracking progress toward common indicators across related projects. Monitoring and evaluation forms the basis of strengthening understanding around the many multi-layered factors and the effectiveness of the response at the stakeholders level like school management, affiliating bodies, principal,community, parents etc 

At the programme level, the purpose of monitoring and evaluation is to track implementation and outputs systematically, and measure the effectiveness of programmes. It helps determine exactly when a programme is on track and when changes may be needed. Monitoring and evaluation forms the basis for modification of interventions and assessing the quality of activities being conducted.

Monitoring and evaluation can be used to demonstrate that programme efforts have had a measurable impact on expected outcomes and have been implemented effectively. It is essential in helping managers, planners, implementers, policy makers and donors acquire the information and understanding they need to make informed decisions about programme operations.

Monitoring and evaluation helps with identifying the most valuable and efficient use of resources. It is critical for developing objective conclusions regarding the extent to which programmes can be judged a “success”. Monitoring and evaluation together provide the necessary data to guide strategic planning, to design and implement programmes and projects, and to allocate, and re-allocate resources in better ways.

INTERDISCIPLINARY APPROACH IN EDUCATION

INTERDISCIPLINARY APPROACH IN EDUCATION

Meaning of Interdisciplinary

Interdisciplinary  allows the student to learn by making connections between ideas and concepts across different disciplinary boundaries. Students learning in this way are able to apply the knowledge gained in one discipline to another different discipline as a way to deepen the learning experience. The most effective approach to interdisciplinary study enables students to build their own interdisciplinary pathway by choosing courses which make sense to them.  For example, it is not too difficult to find a theme which crosses over disciplinary boundaries in literature, art and history or science and mathematics. Studying topics thematically is one way to bring ideas together resulting in more meaningful learning. This can occur by allowing students to choose their own subjects and their learning is deepened when they reflect on the connections between what they are learning in different disciplines.

One of the biggest barriers to achieving true interdisciplinary study in education environments is the necessity for collaboration of educators.  This can be difficult to achieve, but not impossible. Interdisciplinary teaching and learning is maximised when professionals from different disciplines work together to serve a common purpose and to help students make the connections between different disciplines or subject areas. Such interaction is in support of the constructivist paradigm which allows for new knowledge construction and a deeper understanding of ideas than disciplinary study.

Man is a part and parcel of society. He not only satisfies his quality of living but also quality of life. The quality of living enhances his economical aspect of life, which fulfills his bread and butter aim. On the other hand the quality of life helps to flourish all educational efforts in an equitable social order. Thus it can be said that education cannot be separated from the real life experiences. Education being the pivotal point around which ethical, religious, spiritual, physical and psychological aspect of human being revolve. All these aspects are so closely interwoven with one another that if any of its aspects are removed, education fails to achieve its aim.

The aim of education is the unification of knowledge existing in different branches of learning. In social science we study different aspects of human life and its various activities. The process of water-tight compartments of subjects will not give a clear picture of a complete society. Education is a social science in which we study educational activities of human beings in association with other members of a common society. Therefore there is a close relationship with other subjects. No subject can be taught in isolation. Education grows itself in society, made for the society and by the society, which go to develop a nation.

The existing system of education is alienated from real life. There is a gap between the subjects and the objectives and so cannot achieve the objective of national development. The following problems will reveal that there is a gap between the existing systems of education and real life situation: -

*        Education does not attach importance to agriculture.
*        Education does not achieve the goal of economic development.
*        Schools and colleges do not stress on nation- building.
*        No importance is given to ethical, religious and spiritual values.

The national development objectives can be achieved if the above points are fulfilled as all the above facts are interrelated.

The objective of interdisciplinary approach is to give practical shape to the knowledge of various subjects. The education commission has clarified the idea by giving the example of education as a subject. Therefore subjects like physics, chemistry, Mathematics; economics etc. inter related courses can be useful. The Kothari Commission felt that the interdisciplinary approach should be dealt with departments having close relationship. For example education may be offered a new combination with subjects as education and psychology, education and philosophy and education and sociology. Philosophy is the reflective or the thinking process where as the education deals with the implementation of things already philosophized.

Psychology is the science of behavior which education tries to bring out in man's personality. Similarly sociology is the science of society of which education is a part.

For the success of interdisciplinary approach the Kothari Commission established educational departments in four or five universities with the help of UGC. These departments will: -

*        Ensure research development in interdisciplinary approach.
*        Organize summer training to encourage inter disciplinary approach.

Interdisciplinary approach is a technique or tool that establishes reciprocal relationship for better understanding of the subject. No knowledge is permanent unless we correlate one subject with the other. Knowledge is an indivisible whole and cannot be divided. There is a definite relationship between an engineer and a cotton producer because it is a joint venture of the two that a cloth is made. Correlation between subjects or inter-discipline is essential because it: -

*     Makes knowledge stable.
*     Enables to acquire knowledge in a short period.
*     Develops interest in the reader.
*     Lightens the burden of curriculum.
*     Makes knowledge broad based.
*     Develops various human and social activities such as cooperation generosity, harmony etc.
*     Maintains correlation with life.

Education deals with activities in regard to his livelihood. Since livelihood cannot go on without other aspects of social life i.e. social values, norms and standards. Therefore education must be correlated with other subjects. This co-relation between education and other subjects can go hand in hand only if activities of one influence the activities of the other.

This interdisciplinary approach can be strengthened if in Educational research work people choose the topic of one discipline, which shows relevance to another discipline. This should be conducted by team working in interdisciplinary spheres. At the most one supervisor may be assisted by a co-supervisor, both having mastery over two different discipline. Therefore the Ph.D. degree awarded will not possess stamp of one department but of two departments. For example the topic "A Critical Evaluation of Contemporary Indian Theories of Education", can be claimed by both the department of philosophy and education. It is highly philosophical as the topic deals with the philosophical thinking of the philosophers who are educationalists also.

Life is complex, therefore a liberal and eclectic approach should be encouraged. In order to study the complexities of education interdisciplinary study between the department of education, sociology, philosophy, psychology etc. is the need of the hour. Subjects like educational psychology, educational sociology, educational philosophy, comparative religious study etc. should be in vogue in the present day situation. Interdisciplinary approach is an excellent means to creating harmony between various levels and faculties. It is required for a long term plan for any specific study. Knowledge is a unity and in order to maintain its unitary nature it is essential to adopt the interdisciplinary approach.

Benefits of interdisciplinary study :

Students are highly motivated as they have a vested interest in pursuing topics that are interesting to them. As a result, the content is often rooted in life experiences, giving an authentic purpose for the learning and connecting it to a real world context. Consequently, the learning becomes meaningful, purposeful and deeper resulting in learning experiences that stay with the student for a lifetime.
Students cover topics in more depth because they are considering the many and varied perspectives from which a topic can be explored.
Critical thinking skills are used and developed as students look across disciplinary boundaries to consider other viewpoints and also begin to compare and contrast concepts across subject areas.
Students begin to consolidate learning by synthesising ideas from many perspectives and consider an alternative way of acquiring knowledge.
Exploring topics across a range of subject boundaries motivates students to pursue new knowledge in different subject areas.
Transferable skills of critical thinking, synthesis and research are developed and are applicable to future learning experiences.
Interdisciplinary knowledge and application of different disciplines can lead to greater creativity.
Worthwhile topics of research can fall in the ‘spaces’ between the traditional disciplines.