Annex 3.

Template for an M&E Plan Narrative

[Logo]

[Organization Name]

[Insert programme name]

M&E Plan Narrative

[Date]

[Instructions: Instructions are shown in red, italics and brackets. Delete all instructions before submission
of M&E Plan.
Items to be completed are in yellow highlight. Delete all highlights before submission of the M&E Plan.]
[Programme name] Monitoring and Evaluation Plan Narrative
[Date]
[Instructions: Update Table of Contents once M&E Plan Narrative is complete.]

Table of Contents
Acronyms...................................................................................................................................3
1. Introduction....................................................................................................................4
1.1. Purpose of the M&E Plan Narrative........................................................................................4

1.2. Programme Summary..............................................................................................................4

2. Theory of Change............................................................................................................5
3. Logical Framework.........................................................................................................8
4. Indicators......................................................................................................................12
5. Monitoring Approach...................................................................................................13
5.1. Monitoring Questions............................................................................................................13

5.2. Data Collection.......................................................................................................................13

5.3. Data Management.................................................................................................................13

5.4. Data Analysis..........................................................................................................................13

5.5. Reporting................................................................................................................................13

5.6. Limitations...........................................................................................................................14

6. Evaluation Approach....................................................................................................15
6.1. Evaluation Questions.............................................................................................................15

6.2. Sampling Strategy..................................................................................................................15

6.3. Data Collection.......................................................................................................................16

6.4. Data Management.................................................................................................................16

6.5. Data Analysis..........................................................................................................................16

6.6. Reporting................................................................................................................................16

6.7. Limitations...........................................................................................................................17

7. Learning........................................................................................................................18
8. Accountability...............................................................................................................18
9. Ethics.............................................................................................................................18
10. Quality Assurance.........................................................................................................18
11. Roles and Responsibilities............................................................................................18

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Appendices..............................................................................................................................20

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Acronyms
[Instructions: Add or delete any acronyms used in this M&E Plan Narrative. The first time you use an
acronym, it should be written out in full with the acronym in parentheses afterwards.]
AE Accelerated Education
AEP Accelerated Education Programme
CEC Community Education Committee
EMIS Education Management Information System
FGD Focus Group Discussion
IDP Internally Displaced Person
KII Key Informant Interview
M&E Monitoring and Evaluation
MOE Ministry of Education
NGO Non-governmental organization
PTA Parent-teacher Association
SMC School Management Committee
TOC Theory of Change

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1. Introduction
[Instructions: Describe the purpose, audience, and scope of the M&E Plan Narrative. Complete the table
to provide a brief summary of the project.]

1.1. Purpose of the M&E Plan Narrative

This document describes the Monitoring and Evaluation (M&E) Plan for [insert AEP name here]. This
document was prepared by [insert who / what organization prepared document]. The purpose of this
document is to describe how the programme will be monitored and evaluated and how the results will be
used for reporting, decision making and programme improvement. It includes a description of the
programme, the theory of change, logical framework, indicators, monitoring and evaluation approaches,
approach to quality assurance and ethics, roles and responsibilities of AE staff responsible for M&E, and
all relevant tools, tables, forms, and report templates.
This document is intended to be used by programme implementers to guide their M&E actions and by
funders and partners as a reference for M&E framework design.

1.2. Programme Summary

Programme Title [complete]

Starting Date [complete]

Duration [complete]

Partners [complete]

Target Geographic Area [complete]

Beneficiaries [complete]

Cost [complete]

Funding Source(s) [complete]

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2. Theory of Change
[Instructions: Describe how the programme’s theory of change (TOC) was developed, then provide and
describe the TOC. Adapt or replace the goal, outcomes, outputs, and inputs/actions in the accompanying
PowerPoint as needed. Summarise the if-then relationships between programme inputs/actions, outputs,
outcomes and goal.]
[Insert organization or programme name] conducted a series of [list TOC development activities, e.g.,
interviews and focus groups, workshops, community dialogues] with programme partners, including [list
participants, e.g., Ministry of Education (MOE) officials, implementing partners, community leaders,
beneficiaries and their families]. In these discussions, participants developed the programme’s theory of
change (TOC) (shown in the diagram on the following page).
According to the programme’s TOC, the goal of the programme is that [all over-age, out-of-school
children and youth complete basic education and transition into further education and/or livelihood
opportunities by 2030].
[Insert organization or programme name] hypothesizes that:
[Replace text below with AEP’s theory of change:]

- If (a) over-age, out-of-school children and youth are identified and enrolled; (b) AE
centre locations and schedules meet learners’ needs; and
- If (a) school facilities are safe and inclusive; (b) child protection mechanisms are in pace;
and AE classrooms are learning ready; then learning are inclusive, safe and learning
ready; and then AE learners will attend and stay in the AEP.
- If (a) high-quality, accelerated curriculum and materials which use appropriate language
of instruction are identified or developed and disseminated; (b) teachers are recruited,
supervised and remunerated; and (c) teachers receive continuous professional
development on pedagogy and content, PSS / SEL, and child protection; then AE teachers
will facilitate the provision of high-quality instruction.
- If (a) communities are engaged and supportive of AEP; and (b) community education
committees are trained and equipped to support AEP; then communities will be
accountable for AEP.
- If (a) exit and sustainability plans are in place; (b) fiscal, supervisory and M&E systems
are in place at programme and centre levels and align with goals; and (c) head teachers
are trained and equipped; then the AE programme and centres will be effectively
managed.
- If (a) the AEP is actively supported by local and national government; (b) pathways for
examination, certification and transition are established; (c) the AEP uses MOE-approved
curriculum and materials; and (d) the AEP goals, monitoring and funding align with
policy, then the AEP will be aligned with policy frameworks.
[Insert organization or programme name] further hypothesizes that:

- If (a) AE learners attend and stay in school; (b) learning environments are inclusive, safe
and learning ready; (c) AE teachers provide high-quality instruction; (d) communities are
accountable for AEP; (e) the AE programme and centres are effectively managed; and (d)
the AEP is aligned with policy frameworks, then (a) equitable access to and completion

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of the basic education will be achieved; (b) the number of learners obtaining basic
certification will be increased; and (c) learning outcomes in literacy, numeracy and life
skills will be improved.
In order to contribute to these expected outputs, outcomes, and impact, [Insert organization or
programme name] will:

- [List programme activities here.]

- [List programme activities here.]
- [List programme activities here.]
- [Add more lines as necessary.]

Finally, the programme hypothesizes that if the AEP (a) conducts ongoing analysis of context and
conflict; (b) collaborates with relevant stakeholders for design, implementation and adaptation;
(c) continuously reflects on and adapts programming to meet emerging needs and take
advantage of emerging opportunities; and (d) plans for sustainability since the beginning of the
programme; then the AEP will better meet the needs of over-age, out-of-school children and
youth.
[Additional instructions: Discuss evidence for the if-then relationships between the elements of the TOC,
define key terms and concepts as needed, elaborate on programme activities that will contribute to these
outputs / outcomes, and assumptions that are held.]

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3. Logical Framework
[Instructions: Provide the logical framework (LogFrame). At minimum, include key objectives selected from the TOC, indicators, means of verification, and
assumptions made by the programme.]
Based on the programme TOC, the logical framework (LogFrame) is provided below:
# Objective Objective # Indicator (*recommended Means of Verification Assumptions (which affect achieving the
Type indicators) objective)

0. Long- All over-age, out-of-school 0.1 % of AE completers who Programme records / Tracer Transition pathways to further education and
1 term children and youth complete a transition to formal study livelihoods are established; AE learners are able
Impact basic education and education, other education, to access transition supports, e.g., counselling
transition into further or livelihoods* and guidance, work readiness training, cash to
education start a small business, entrepreneurships;
and / or livelihood education / labour systems have space for AE
opportunities by 2030 learners; for refugees, AE learners are permitted
to work or attend schools in host country

1. Outcome Increase equitable access to 1.1a % of over-age, out-of-school Programme records OOSCY will be aware of and motivated to enrol in
1 and completion of basic children and youth in Camp records AEPs; AEP location / schedule will meet learners'
education catchment area who enrol in Population census needs; AEPs goals will align with learners' stated
AEP* Out-of-school assessment needs
report
Household survey data

1.1b % of AE learners who End-of-level exam results / OOSCY are motivated to attend AE classes
complete the last level of grades, programme records through to completion; AEP location / schedule
AEP* will meet learners' needs; AE learners' basic
needs are met; AEPs goals will align with
learners' stated needs; Learners are safe to
attend school

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1. Outcome More learners obtain basic 1.2a % of AE learners who pass Student records, EMIS National exam is in place and AE learners are
2 certification primary / basic leaving exam allowed to sit that exam; learners are able to
upon completion of AEP* access (transportation, schedule, location) exam

1. Outcome Learners meet a minimum 1.3a % of AE learners attaining Reading assessments (e.g., AE learners’ non-academic needs are met (e.g.,
3 standard in literacy, minimum grade-level EGRA, ASER, UWEZO, trauma is addressed, basic needs are met); AE
numeracy proficiency in reading* national exams) learners are able to attend classes; teachers
attend classes and teach specified curriculum
using appropriate pedagogy; AE curriculum and
assessments are aligned; no significant
disruptions to learning time due to conflict,
disaster, etc.
1.3b % of AE learners achieving Mathematics assessments AE learners’ non-academic needs are met (e.g.,
minimum grade-level (e.g., EGMA, TIMSS, UWEZO, trauma is addressed, basic needs are met); AE
proficiency in math* national exam) learners are able to attend classes; teachers
attend classes and teach specified curriculum
using appropriate pedagogy; AE curriculum and
assessments are aligned; no significant
disruptions to learning time due to conflict,
disaster, etc.
Outcome Learners have improved life 1.3e % of AE learners with LSE assessment (e.g., Life skills education have been adequately
skills improved life skills* California Healthy Kids integrated into the curriculum, aligned with
Survey / Social and assessment, and teachers have been trained;
Emotional Health Module, teachers have adequate skills themselves
Chinese Positive Youth
Development Scale, SENNA
1.0 / 2.0, Child and
Adolescent Wellness Scale,
The Big Five Inventory)

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1.3f % of AE learners with SEL / Psycho-social well- Social-emotional skills have been adequately
improved social-emotional being assessment (e.g., integrated into the curriculum, aligned with
skills* Social-Emotional Assets and assessment and teachers have been trained;
Resilience Scale, Devereux teachers have adequate skills themselves;
Student Strengths learner and teacher trauma are also being
Assessment, Behavioural and addressed
Emotional Rating Scale,
Stirling Children's Wellbeing
Scale, Short Warwick-
Edinburgh Mental Wellbeing
Scale, Children's Health
Scale)

2. Outcome AE learners attend and stay 2.1a % of AE learners regularly Attendance register AE learners are motivated to attend AE classes
1 AEP attending AE classes through to completion; AEP location / schedule
will meet learners' needs; AE learners' basic
needs are met; AEPs goals will align with
learners' stated needs; Learners are safe to
attend school
2.1b % of AE learners who Programme records AE learners are able to attend classes and
advance to the next achieve minimum proficiency requirements for
expected grade/AE level promotion
2. Outcome Learning environment is 2.2b % of AE Centres meeting Centre observation checklist, Budget is appropriate to build or renovate
2 inclusive, safe, and learning minimum standards for safe management records centres to meet safety standards; local
ready learning environments contractors can be contracted to build / renovate
centres
2.2d % of AE classrooms that Classroom observation Budget is appropriate to appropriately equip
meet minimum standards checklist classrooms; standards for classroom learning
for "learning readiness" readiness exist or can be developed
collaboratively; no delays in development /
distribution of teaching / learning materials

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2. Outcome AE teachers facilitate 2.3a % of AE teachers meeting Teacher observation AE teachers receive initial and continuing TPD;
3 provision of high-quality minimum standard for checklist developed from AE teachers understand what is expected of
instruction effective teaching practice TPD competencies and them; AE teachers are able to attend classes and
national teacher receive supervision and on-time payment; AE
competencies teachers have required materials, including
teacher guides / curriculum and all teaching and
learning materials; teacher-pupil ratio is at most
40:1
2. Outcome Communities are 2.4a % of community members Household survey, Communities support adolescent and youth
4 accountable for AEP expressing awareness of and community dialogues / education; programme works with communities
support for AEP meetings, Focus Group to design programme, identify learners and
Discussions with community teachers, and manage programme; AEP is
leaders and members sensitive to cultural, community, and conflict
dynamics
2. Outcome AE programme & centres are 2.5b % of AE centres meeting Head teacher / principal AE head teachers / principals receive initial and
5 effectively managed minimum standard for AE observation checklist, continuing TPD; head teachers / principles
centre management developed from AE understand what is expected of them; head
principles / action points and teachers / principals are able to be present at the
teacher competencies centre and receive supervision and on-time
payment; AE teachers have all necessary
programme materials, including programme logs,
fiscal and supervisory documentation, resources,
infrastructure, and materials necessary

2. Outcome AE programme is aligned 2.6a % of AE centres operating in Centre observation checklist, National policy has been established on
6 with policy frameworks accordance with national management records operation of AEPs and/or schools and is available
policy framework to AEP staff; AEP has financial and other
resources to be able to ensure alignment; no
significant conflict or disaster affects functioning
of centres

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4. Indicators
[Instructions: For each indicator provided in the logframe, complete the box below to describe the
indicator specifications. For the provided indicator(s), the text should be made appropriate for the local
context and for the programme design.]

Indicator [complete]
Definition [complete]
Calculation [complete]
Linkage to outcome / [complete]
impact
Indicator Type [complete]
Target [complete]
Frequency [complete]
Means of Verification [complete]
Disaggregate(s) [complete]

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5. Monitoring Approach
[Instructions: Describe the programme’s monitoring approach here. Present the questions to be answered
by programme monitoring efforts, then describe the proposed types and sizes of samples, data collection
tools, how data will be collected and analysed, and how results will be shared. Also, discuss the
limitations of the monitoring approach, including issues of validity, reliability, and/or trustworthiness.]

5.1. Monitoring Questions

The programme’s monitoring approach seeks to answer the following questions:
[List 3 to 5 monitoring questions the AEP’s monitoring approach will address. Monitoring questions will be
linked to some or all of the DAC Criteria of relevance, coherence, effectiveness, efficiency, impact, and
sustainability. Some programs may not include outcomes questions [question #4] under the Monitoring
Approach. Questions may include:]
1. To what extent do AE learners report that the programme is relevant to them?
2. To what extent are activities implemented as planned, on time and on budget?
a. What challenges to implementation is the AEP facing, and what opportunities exist for
programme improvement?
3. To what extent are expected outputs (targets) being achieved by AEP inputs and activities?
4. To what extent are expected short-term objectives being achieved by AEP outputs? What
unintended objectives have been observed?

5.2. Data Collection

[Insert organization or programme name] collects data and analyses data on programme inputs,
activities, and outputs.
[Describe data collection tools and processes for administrating the tools. Data collection methods may
include review of programme documentation, such as hiring and training records, student enrolment and
attendance records, fiscal and supervisory records, etc. Some AEPs may also choose to collect initial data
on programme outcomes for monitoring, as well.]

5.3. Data Management

[Describe how the data will be cleaned and stored. For example, will you remove all personally identifying
information? Will it be stored in a spread sheet, database, hard copies, etc.? How will it be backed up? How
long will it be stored for? Data for different indicators may be stored in different ways.]

5.4. Data Analysis

[State which software / tool(s) will be used to analyse the data, such as SPSS, Stata, Excel, Tableau Public, etc.
Describe the plan for analysis. For example, will you run descriptive statistics to show the percentages / rates of
attendance? Will you use correlational analyses to understand significant relationships between variables? Will
you compare change over time, for example, from baseline to end line?]

5.5. Reporting
[Describe how data will be reported on, shared, to whom, for what purpose, and what key decisions will be
made. For example, will you write donor reports? Conduct community dialogues? Will you make changes to
programming based on learnings? Include the audiences, frequency, and purpose of all reporting and learning
activities.]

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5.6. Limitations
[Discuss limitations of the monitoring approach, including design issues such as limited samples, or programme
issues such populations for whom results can be claimed. Discuss issues of validity and reliability, as well.]

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6. Evaluation Approach
[Instructions:] Describe the programme’s evaluation approach here. Present the questions to be answered
by programme evaluation efforts, then describe the proposed types and sizes of samples, data collection
tools, how data will be collected and analysed, and how results will be shared. Also, discuss the
limitations of the evaluation strategy, including issues of validity, reliability, and/or trustworthiness.]

6.1. Evaluation Questions

The programme’s evaluation approach seeks to answer the following questions:
[Monitoring questions will be linked to some or all of the DAC Criteria of relevance, coherence,
effectiveness, efficiency, impact, and sustainability.]
[If programmes are able to use a pre- and post-test design but do not have a comparison group, the
following evaluation questions may be appropriate:]
1. What percent of AE learners have completed the AEP?
2. To what extent have AE learners’ skills in literacy, numeracy, and life skills improved from
baseline to the end of the project?
3. What percent of AE learners have obtained certification in basic education?
4. What percent of AE learners transitioned to further education, technical / vocational training, or
livelihoods?
5. What unintended and/or negative outcomes have been observed for AE learners?
[If programmes are able to use a pre- and post-test design with a comparison group, the following
evaluation questions may be appropriate:]
1. To what extent has the AEP contributed to increased equitable access to and completion of the
AEP?
2. To what extent has the AEP contributed to improved literacy, numeracy, and life skills for AE
learners?
3. To what extent has the AEP contributed to AE learners obtaining basic education certification?
4. To what extent has the AEP contributed to AE learners transitioning to further education,
technical / vocational training, or livelihoods?
5. To what extent is the AEP contributing to unintended and/or negative outcomes for AE learners?
[Note: Many programmes may not to measure impact (question 1) against the over-arching goal. Instead,
a tracer study may be planned separately from the AEPs M&E framework.]
Other evaluation questions may include:]
1. To what extent are the benefits achieved likely to be sustained after the AEP ends?
2. To what extent did the AE programme activities lead to the intended outcomes?
3. To what extent were the AE programme activities relevant for beneficiaries?
4. To what extent were the AE programme activities implemented on time and on budget?

6.2. Sampling Strategy

[Instructions: Complete the following section as appropriate for your AEP’s evaluation design. As needed,
add and delete sections. Be sure to include at a minimum: sampling strategy for quantitative and
qualitative data, including data on enrolment, attendance, drop out, retention, completion, and
transition; learning assessments; and data from key informant interviews and focus group discussions.]

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[Insert organization or programme name] uses a mixed methods [other likely design options include:
quasi-experimental, pre- and post-test, and qualitative] design to measure progress against the
programme’s theory of change.
Data on enrolment, attendance, drop out, retention, completion, and transition will be obtained for all AE
learners. Learning assessments will be conducted with a randomly selected sample of AE learners.
Qualitative interviews and focus group discussions will be conducted with a small sample of purposively
selected participants, including AE learners, parents / guardians, community leaders, teachers and head
teachers, and local government officials. [Other relevant stakeholders may include community youth,
formal school teachers, and other NGO partners.]
The following table describes the sampling strategy for evaluation of programme records, learning
assessments, and qualitative interviews / focus groups:
Programme Evaluation Sample
District

participating in teacher and

# of AE Learners Enrolled in
# AE Centres in Evaluation

participating in KIIs/FGDs
# (%) of AE Learners with

participating in Learning
# (%) of AE Learners

# (%) of AE Learners
programme records
# (%) of AE Centres
# of AE Centres in

centre evaluation

Assessments
Programme

reviewed
Sample

AEP

[District #1] 3 3 600 3 600 120 60

(100%) (100%) (20%) (10%)
[District #2] 5 5 1200 5 1200 240 120
(100%) (100%) (20%) (10%)
[District #3] 4 4 720 4 720 144 72
(100%) (100%) (20%) (10%)

6.3. Data Collection

[Describe data collection tools and processes for administrating the tools. Data collection methods may
include review of programme documentation, learning assessments, surveys, key informant interviews,
focus group discussions, and observation checklists.]

6.4. Data Management

[Describe how the data will be cleaned and stored. For example, will you remove all personally identifying
information? Will it be stored in a spread sheet, database, hard copies, etc.? How will it be backed up? How
long will it be stored for? Data for different indicators may be stored in different ways.]

6.5. Data Analysis

[State which software / tool(s) will be used to analyse the data, such as SPSS, Stata, Excel, Tableau Public, etc.
Describe the plan for analysis. For example, will you run descriptive statistics to show the percentages / rates of
attendance? Will you use correlational analyses to understand significant relationships between variables? Will
you compare change over time, for example, from baseline to end line?]

6.6. Reporting
[Describe how data will be reported on, shared, to whom, for what purpose, and what key decisions will be
made. For example, will you write donor reports? Conduct community dialogues? Will you make changes to
programming based on learnings? Include the audiences, frequency, and purpose of all reporting and learning
activities.]

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6.7. Limitations
[Discuss limitations of the evaluation approach, including design issues such as limited samples, or programme
issues such populations for whom results can be claimed. Discuss issues of validity and reliability, as well.]

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7. Learning
[Discuss the approach for programmatic learning and adaptation, including when and how the programme will
reflect on M&E results, how the programme will make changes to programme design, including reviewing the
TOC, and who will be involved with programmatic learning and adaptation processes. All relevant stakeholders
should be involved in appropriate ways in the learning and adaptation processes.]

8. Accountability
[Discuss the approach for accountability to learners, families, and communities, including regular meetings
with camp heads, coordination meetings with partners, community meetings with learners, teachers, and
communities. Accountability mechanisms may also include feedback / suggestion boxes, meetings to share
monitoring data and obtain feedback, and girls / boys clubs to allow participants to share feedback to the
program.]

9. Ethics
[Discuss any ethical issues associated with your M&E plan and how you will ensure ethical practice. At a
minimum, be sure to address:

- Informed consent / assent; Pay particular attention to guardian consent for minor children and
obtaining consent from illiterate, intellectually disabled, or other high-risk populations
- Confidentiality and privacy of participants; including storage of data
- Ethical issues particular to participatory research methods.]

10.Quality Assurance
[Discuss how the programme will ensure quality of the data collected. Methods may include using
multipole data sources to triangulate data, audits or quality checks of data, training and supervision of
enumerators, etc.]

11.Roles and Responsibilities

[Instructions: Describe the roles and responsibilities of persons who will be responsible for and participate
in M&E activities. Note: Roles can be adapted depending on your programme’s monitoring and evaluation
approach. Person(s) responsible for M&E activities may include the M&E Officer, M&E Coordinator, M&E
Specialist, etc. Other contributors may include: enumerators / data collectors, other AEP staff. For
participatory M&E activities, other contributors may also include: MOE officials, implementing partners,
community leaders / members, beneficiaries and their families.]
The following actors will be responsible for implementing the M&E Plan:

Role Person(s) Responsible Other Contributors

Collect monitoring & evaluation AE M&E Coordinator Enumerators / data
data collectors

Clean (check accuracy of), store, AE M&E Coordinator N/A

and manage data

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Conduct analyses AE M&E Officer AE M&E Coordinator

AE Programme Officer

Write reports AE M&E Officer N/A

Review and approve reports AE Programme Director N/A

Disseminate findings to funders, AE Programme Director to funders N/A

implementing partners, AE M&E Officer to implementing
communities, and beneficiaries partners
AE M&E Coordinator / AE
Programme Officer to communities
& beneficiaries
Lead reflection and learning AE M&E Officer MOE officials
workshops to revise Theory of AE M&E Coordinator Implementing partners
Change and make decisions Community leaders /
regarding programme members
adaptation Beneficiaries
Families of beneficiaries

Revise / update M&E AE M&E Coordinator N/A

documents to reflect learning
and adaptation
Oversee coordination / AE M&E Officer AE M&E Coordinator
completion of all M&E activities

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Appendices
[Instructions: Include any necessary appendices. At a minimum, these should include: the indicator
monitoring table and all tools (questionnaires, interview guides, procedures, etc.) needed measure each
indicator.]

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