An Assessment of the Application of Results-Based Monitoring and Evaluation with the Read II project: the case of Sadama Language

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Addis Ababa University


The call for projects to yield results and make that result known to appropriate stakeholders and the public has been in the limelight for some time now. With the initiation of the results-based management in the 1990s, and with increased demands levied on projects to give results, equal importance has been put to the need of shifting to results-based M&E. This study came forward on clear understanding and recognition of this call for results. The purpose of the study was to assess the practice of applying the results-based monitoring and evaluation with the Read II project. Read II has been a reading-focused project implemented on the teaching of primary school students in Sidama Language along with many other languages. The study was organized to look into and determine the types of results covered in the project’s regular M&E reports and identify assess which capacity related, technical and leadership related issues affected the application of results-based monitoring and evaluation. On the dictates of purpose, scope and time factors, the study was framed on cross-sectional case-study design with an element of descriptive approach. Through use of questionnaire, interviews and document review, the study was able to reach as many as 295 respondents and the analysis was done using descriptive statistics. Alongside the quantitative data, qualitative information was also inductively analyzed using the thematic analysis approach. In synthesis of outcomes of both analyses, the finding showed that outputs abound their reports, and a range of capacity, technical and leadership related issues affect the application of results-based monitoring and evaluation with the Read II project. The study concludes by affirming that the technical imperative to transition to the results-based M&E is here and recommends a shift to results-focused mindset, looking outside of the box and searching for new data collection methods that can be alternative to EGRA and using beneficiary schools as the hub of activities thereby maximizing engagement of school communities as frontline stakeholders



capacity related issues, theory of change