Attachment_J.19_Activity_PMEL_Guide_&Template_.docx

[INSERT NAME OF ACTIVITY] MONITORING,EVALUATION AND Learning plan

Month, 2017 This publication was produced for review by the United States Agency for International Development. It was prepared by [name of implementing partner].

[INSERT NAME OF ACTIVITY] MONITORING ,EVALUATION AND LEARNING PLAN

Contracted under #########

[Enter name of project here]DISCLAIMER The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

USAID/Lebanon PMP 1: Democracy and Governance

USAID/Lebanon [Insert Name of Activity) Monitoring, Evaluation & Learning Plan

ACRONYMS

Table of Contents

Table of Figures

INTRODUCTION TO THE [name of project] MEL PLAn

PURPOSE

Performance monitoring is critical to the USAID/Lebanon’s ability to track progress toward the results identified in its Country Development Strategy Statement (CDCS) Results Framework (RF) and Performance Management Plan (PMP). The Mission-wide PMP serves as a tool to measure achievement of the CDCS RF. The Logical Framework (Logframe) complements the RF in the CDCS by carrying the development hypothesis through from the overall program to the supporting projects and their associated activities, in the form of the project hierarchy (sometimes referred to as the project hypothesis). Its methodology is based on rigorous identification and analysis of Lebanon’s underlying problems. It assumes that a development project is an instrument of change, and that it was selected from among alternatives as the most potentially cost‑effective approach to achieving a desired and most beneficial result. A Project MEL plan measures achievement of the Project Logframe. A “Project” in USAID terminology is defined as a set of executed interventions, over an established timeline and budget intended to achieve a discrete development result through resolving an associated problem. The project consists of one or more Implementing Mechanisms (IM).

“Activity” is a component of a project that contributes to a project purpose. It refers to an award using a specific implementing mechanism. Associated with each IM or Activity is an Activity MEL plan, such as this one. The Activity MEL Plan shows how the IM contributes to the Project MEL Plan and how it will measure achievement of portions of the Project Logframe. The Activity MEL plan is part of a larger results oriented framework conceived to ensure that intended results specified in the CDCS are achieved.

At the activity/implementing mechanism level, implementers are expected to submit an activity MEL plan to their CORs/AORs within the first 90 days of an award, and before major activity implementation actions begin. This Activity MEL plan is submitted to meet this requirement, and includes performance indicators that are consistent with and meet the data collection needs of the Project MEL plan and the mission’s PMP. This Activity MEL plan includes only those indicators that the Mission needs for activity management, however, [name of IM] tracks additional indicators used for internal activity management.

AUTHORITY/POLICY

This Activity MEL Plan is prepared under the authority and guidance of the following documents

· Government Performance and Results Act (GPRA) of 1993 and Government Performance and Results Modernization Act (GPRMA) 2010 regarding government-wide requirements regarding performance management.

· ADS 201.3.5 regarding all aspects of performance monitoring.

DEFINITIONS OF KEY TERMS

The following USAID standard reference documents were consulted in preparing this Activity MEL Plan

· Country Development Cooperation Strategy (ADS 201.3.2)

· Results Framework (ADS 201.3.2.7)

· Monitoring, Evaluation and Learning (ADS 201.3.4.10 )

· Mission-wide Performance Management Plan (PMP) (ADS 201.3.2.16)

· Project MEL Plan ( ADS 201.3.3.13)

· Activity Monitoring, Evaluation and Learning (ADS 201.3.4.10)

· Development Objective (DO) (ADS 201.3.2.7)

· Project (ADS 201.3.4)

· Data Quality Assessment (ADS 201.3.5.8 )

THE CONTEXT OF THE MONITORING, EVALUATION AND Learning PLAN This Activity MEL Plan is part of a larger monitoring and evaluation hierarchy aimed at ensuring that USAID/Lebanon achieves intended results. Uppermost in the hierarchy is the Country Development Cooperation Strategy (CDCS) that sets the overall high-level goals and strategy the Mission has set for the next 5 years. The Monitoring and Evaluation Plan is designed to fit within the overall strategy and the higher level indicators.

COUNTRY DEVELOPMENT COOPERATION STRATEGY

The CDCS is the means by which USAID/Lebanon uses strategic planning to define its development objectives while seeking to maximize the impact of development cooperation. The CDCS is a five-year strategy for implementing foreign assistance to Lebanon. One focus of the CDCS is on achieving clear and measurable impacts. The CDCS puts in place the Program Cycle that links strategies to activity design, performance management, evaluation and learning. The [name of activity] MEL Plan supports the overall aims of the CDCS and the MEL Plan’s indicators and monitoring support the achievement of measureable impacts.

THE CDCS RESULTS FRAMEWORK

The development of the CDCS includes a Results Framework (RF). The CDCS RF is shown in Annex A. The RF is the graphical representation of the Mission development hypothesis. The RF illustrates how the development hypothesis is realized through USAID working closely with stakeholders to address the specific development challenges and opportunities identified by the Mission to achieve its overall Goal and Development Objectives (DO). The RF includes performance indicators for the CDCS Goal, each Development Objective (DO), Intermediate Result (IR), and sub-IR. These performance indicators are developed and refined with the baselines and targets set during the development of the Mission’s Performance Management Plan (PMP). The [name of activity] was designed to support achievement of IR (refer to the RF)…

THE LOGICAL FRAMEWORK (LOGFRAME)

A Logical Framework builds upon the CDCS RF. The diagram below illustrates the relationship of the Logframe to the RF. The Logframe includes detail on the inputs and outputs necessary to achieve the intended results or project's purpose as well as project assumptions. The LogFrame provides a way to define, design, and budget for the USAID interventions necessary to achieve the CDCS Goal and DOs. The relationship between the RF and the Logframe is illustrated in the figure below.

Figure 1. Relationship of the RF to the Logical Framework Logical Framework Outputs purpose Inputs Inputs Outputs Sub-purpose Sub-purpose Project Purpose Project Goal Results Framework Sub-IR Sub-IR

IR

IR

CDCS Goal

DO

Inputs in this diagram refer to a resource, such as inter alia technical assistance, commodities, or training provided by USAID that is used to create an output. The Mission Logframe that relates to [name of activity] is shown in Annex B. [name of activity] is a Cooperative Agreement [replace with other IM as necessary]..

THE MISSION PERFORMANCE MANAGEMENT PLAN (PMP)

The Mission PMP was developed in accordance with ADS 201.3.2.16, and was approved in 2015. The PMP is “a tool to plan and manage the process of monitoring, evaluating, and analyzing progress toward achieving results identified in a CDCS and project LogFrame in order to inform decision-making, resource allocation, learning, and adapting projects and programs.” The Mission PMP is at the highest level of monitoring and evaluation. The lower level project-level (ADS 201.3.3) and activity-level (ADS 201.3.5) MEL Plans link in a hierarchical manner to the Mission PMP. The linkage of [name of activity] to the Mission PMP is described in the two following sections.

The Mission-level PMP includes the following required components:

The full set of Performance Indicators to measure progress for the CDCS Results Framework plus Context Indicators for tracking the broader context in which strategies and projects are being implemented. USAID/Lebanon’s PMP indicators are shown in Annex B.

A description of the data quality assessment procedures that will be used to verify and validate the measured values of all the performance information.

An Evaluation Plan to identify and track evaluations across the Mission and over the entire CDCS timeframe.

A schedule of performance monitoring tasks and responsibilities that the Mission will conduct.

Performance Indicator Reference Sheets (PIRS). The PIRS describes fully the indicator, its rationale, how it is collected, who is responsible, the method and frequency of data collection, the frequency of indicator reporting, how the baseline values were determined, how targets were set, and any known weakness in the indicator data.

Tracking tables for all performance indicators to include baseline values and timeframes, targets and rationales for targets, and actual values. The Mission uses the AIDtracker to maintain performance monitoring information.

The [name of activity] MEL Plan addresses the same 6 components, plus our method for monitoring compliance with USAID regulations and policy.

Figure 2. The Project and Activity MEL Plans feed into the PMP

PROJECT MONITORING, EVALUATION AND LEARNING PLAN

A Project MEL Plan is developed during the project design phase (ADS 2031.3.3). The Project MEL plan folds into the mission-wide Performance Management Plan (PMP). During project design the Logframe was developed and is the source of the justification for the [name of activity]. The LogFrame shows how the project fits in with the CDCS. A Project focuses on the IR level of the CDCS. In this instance [name of activity] was designed to support IR N.N. A Project may incorporate a number of different activities or IMs. Each different activity/IM is associated with a sub-IR. This [name of activity] was designed to achieve sub IR N.N. The Project LogFrame created during the project design phase provides the basis for preparation of the Project MEL Plan shown in abbreviated form in Annex C. Part of the LogFrame is a measurable and monitorable design where Project Purpose is clearly stated, the project hypothesis is explicitly described, and illustrative indicators of performance are established. The Activity MEL Plan follows from the Project MEL Plan.

ACTIVITY MONITORING AND EVALUATION PLANS

This Activity MEL Plans is prepared in conformity with ADS 201.3.5. This Activity MEL plan includes performance indicators that are consistent with and meet the data collection needs of the project MEL plan and the Mission’s Performance Management Plan (PMP). The [name of activity] MEL Plan, developed below, includes indicators that the Mission needs for activity management and these are highlighted as such. The indicators developed here are a parsimonious set of indicators thought to best represent how [name of activity] achieves the Project Purpose [or sub-purpose].

BACKGROUND AND ACTIVITY CONTEXT

ACTIVITY DESCRIPTION

Include basic information about the project start date/end date, award amount, any contract mods (if this is an update to the PMP), contract or agreement reference number, sub-contractors…

ACTIVITY INSTITUTIONAL CONTEXT

Location, institutional context – local partners, relationship to Ministries, municipalities. Include a map if activities are carried out only in specified areas of Lebanon.

ACTIVITY DEVELOPMENT HYPOTHESIS

Provide a brief narrative description of the development hypothesis for the Activity that underlies the project purpose or sub-purpose. In general, a development hypothesis states what expected (changed) result will follow from a particular set of actions. It is best if the development hypothesis is grounded in some development theory and evidence specific to the Activity. Ideally, academic references or references to similar projects that were successful are made to substantiate the hypothesis. An example from Microfinance (DfID) is illustrative: “The project is based on the theory that microfinance services will not expand rapidly in the poorest states in the absence of catalytic donor support; and that provision of microfinance services reduces the cost of borrowing money from informal moneylenders, protects poor people from shocks that will otherwise push them into poverty and enables them to improve incomes and assets.” Your selection of indicators and evaluation questions should be seen to validate the development hypothesis.

ACTIVITY CRITICAL ASSUMPTIONS

Explain relevant critical assumptions and “game changing” scenarios and assess risks associated with successful achievement of the Activity. A risk factor or critical assumption is something that lies beyond the implementing partner or USAID’s control. For example, sectarian conflict surpassing the international community’s or national governments current capacity to manage or contain the conflict would be a risk factor. The assumption of a stable administrative context for the implementation of the Activity may have a risk associated with it. The assumption of quick and efficient importation and clearance of equipment needed for timely implementation of the Activity work plan will have a risk associated with it – similarly assumptions about licensing and government approvals have risks associated with them. For each risk factor explain how the risks will be assessed and ameliorated. Your assumptions will also appear in the Activity Logical Framework. Indicators that track risks are suggested.

THE [INSERT ACTIVITY NAME] meL plan This Activity MEL Plan shows how we plan to measure our contribution to the Project MEL Plan and to measure achievement of portions of the Project LogFrame. This Activity MEL plan is part of the larger results oriented framework conceived to ensure that intended results specified in the CDCS are achieved. The MEL Plan is constructed around the Activity Logical Framework (LogFrame) that derives from the Project LogFrame.

The activity LogFrame shows how tasks in the Work Plan link to indicators and serve Project Purpose [or sub-purpose]:

THE ACTIVITY LOGFRAME (illustrative)

HIERARCHY AND LOGIC

The Activity LogFrame is illustrated in the following diagram. Development of the Activity LogFrame is derived from the development of higher-level LogFrames cited below and quoted in this paragraph. [footnoteRef:1] Development of higher-level LogFrames is part of the project design process. It is adapted here to guide the Activity in its selection of indicators for the MEL Plan, and to identify critical assumptions. From the Technical Notes: “A narrative summary of the LogFrame describes "how" a developmental change will be achieved (top-to-bottom) as well as "why" or "so what" (bottom-to-top). Note that the LogFrame describes causality. It does not describe the sequencing of activities and results that may be required to achieve developmental changes. "Causal thinking" should not be confused with "sequential thinking". Sequential thinking would say, "First we plant seeds, second we train farmers, third crops will grow." Using causal logic, one should say "IF we plant seeds AND we train farmers to cultivate them, THEN crops will grow." However the LogFrame serves many purposes, and can be used to guide appropriate sequencing of project activities to inform a critical path analysis, Gantt chart, or work plan, etc. A LogFrame is not static and must be linked to learning and adaptation. The causal logic underlying an [Activity’s] LogFrame should be routinely tested, refined and adapted based on monitoring results achievement, learning based on that monitoring and other information gathered during implementation especially tracking the evolution of assumptions and changing contexts.” [1: Refer to USAID Technical Note, Number 2, version 1, December 2012, The Logical Framework, published by the Bureau for Policy, Planning and Learning]

Figure 3. LogFrame Diagram

When developing an Activity LogFrame, teams most often start from the top and work down.

· The Goal is usually defined at the Activity-level by the IM contract or agreement document where the objective of the IM is stated. Ideally this relates to an IR or sub-IR from the Mission strategy (CDCS), the team then selects the Intermediate Result (IR), or sub-IR that is the starting point for the Purpose of the Activity. There is flexibility to set the Purpose and Goal at higher or lower levels of the RF (for example, setting the Goal at an IR, and the Purpose at a Sub-IR).

· The team may conduct a problem analysis if that has not already been done in the RFA or RFP submission, or the award document.

· From that process, the team identifies and selects the full set of Outputs, or lower level results, that must be both necessary and when taken together sufficient to achieve the Purpose, given the assumptions.

· For large or complex Activities it is likely that an additional level of "Sub-Purposes" will be necessary, when the causal "leap" from Outputs to Purpose may be too great.

· At the lowest level of the LogFrame matrix are Inputs. These are the tasks as well as resources invested in the project, for example funds, equipment, training, etc. to achieve the Outputs.

· Throughout this process the LogFrame is informed by mandatory Gender, Environmental and Sustainability analyses as well as any supplemental analytical work that the Mission deems necessary.

The hierarchy between levels can be tested by asking the questions "how" when moving down the causal chain, "why or "so what" when moving up the causal chain, and "what else" at each level, verifying that the necessary and sufficient results are identified at each level. Working from the top-level result to the bottom ensures that the Activity MELplan is consistent with the Mission CDCS, RF and PMP. Working from the bottom up, including assumptions, verifies the logic and increases likelihood of successful implementation and meaningful indicators.

An example of an Activity-level LogFrame is given below.

Figure 4. Activity LogFrame Example

% of participants successfully completing the 2-week course

% teachers recruited with necessary skill sets

INDICATOR DEVELOPMENT [illustrative] It is noteworthy that the higher levels of a LogFrame can encompass the results of several implementing mechanisms. Therefore, you should ensure that when indicators are used in common with other IM they can be aggregated. This is accomplished by clearly and carefully defining all aspects of the indicator in the Activity Indicator Reference Sheets (see below). [Note: the indicator reference sheets show where any coordination with other IM might be needed.] The indicators used are to be consistent with and meet the data collection needs of the Project-level MEL plan and the Mission’s Performance Management Plan (PMP).

TYPES OF INDICATORS USED

Quantitative and Qualitative Indicators

Index (or composite) Indicators

“Standard Foreign Assistance” Indicators (F Indicators); FTF Indicators…

GENDER SENSITIVE INDICATORS

It is a requirement that wherever possible indicators are gender sensitive. This means more than just disaggregating indicators by sex. Specific indicators that demonstrate how the activity enhances gender equality and empowerment are to be preferred.

INDICATORS FOR UNINTENDED RESULTS [illustrative] Whenever possible include indicators for unintended results. For example, an activity to improve a water billing system may result in exclusion of the poorest segments of society who cannot pay for water at any price.

INDICATORS FOR SUSTAINABILITY [illustrative] Sustainability refers to the continuation of benefits after major assistance has been completed. While ultimate responsibility for sustained benefits often rests with the local stakeholders, the operational principle of sustainability requires that it be incorporated from the start. When sustainability is in doubt an evaluation is indicated.

The ADS 200.3.1 advises “ Development policy should promote sustainability, which encompasses both the sustainable achievement of development results and the use of environmentally sustainable practices. Sustainability depends on effectively harnessing the contributions of many local actors to produce results that are valued by the citizens of partner countries. Focusing on the principle of sustainability will help avoid inadvertent harm to the people we are trying to help. Policies should consider how they will promote sustainability by supporting the following:

· Local ownership,

· The assessment of outcomes after programs have ended, and

· The strengthening of local systems to produce development result

Use these considerations to inform the development of indicators that can track assumptions about sustainability.

INDICATORS FOR CRITICAL ASSUMPTIONS [illustrative] For example, a critical assumption may have been that the local municipality will cover the operations and maintenance (O&M) costs related to the activity’s construction of a wastewater treatment plant. An indicator to track the sustainable operation of the plant or the ability of the municipality to make timely payments for O&M may be advisable.

MONITORING THE INSTITUTIONAL CONTEXT [illustrative] An analysis of the institutional context of your activity may be advisable. For example, in Lebanon there is a crisis in governance illustrated by the freeze on hiring permanent staff, only contract staff can be hired to fill vacant slots. This could affect institutional capacity building. An in-depth assessment of the local institutions (governmental and non-governmental) and systems most critical to the implementation and sustainability of your development interventions may be needed. Assessing the quality of leadership, organizational structure and staffing, and identification of administrative and financial management strengths and weaknesses can lead to the identification of indicators that can track the institutional capacity available to implement your development activities.

SETTING BASELINES AND TARGETS [illustrative] See ADS 203.3.5.7, and refer to PIRS A baseline is the value of a performance indicator at the onset of implementation of USAID-supported strategies, projects or activities that contribute to the achievement of the relevant result. Baseline timeframes are defined at the onset of a project or activity, whether that project/activity is USAID’s initial assistance in that area or a follow-on. This is required in order to learn from and be accountable for the change that occurred during the project/activity with the resources allocated to that project/activity. It is best if the indicator definitions, units of measure, and collection methodologies remain constant so that trend analysis may be performed from the onset of the initial activity to use in analysis and decision making. If baseline data cannot be collected until later in the course of an activity the MEL Plan should document when and how the baseline data will be collected on the performance indicator reference sheet.

As baselines are established the Activity must establish targets for each indicator. Targets are required to be set for performance indicators, but not for context indicators.

A target is the specific, planned level of result to be achieved within an explicit timeframe with a given level of resources.

When setting targets, keep in mind that an indicator is a neutral measure ( i.e. primary school graduation rate). Targets add notions of quantity, quality, and time (for example a 5% increase in primary school graduation rate in 3 years). There are a number of ways to determine what makes a realistic yet ambitious target.

The background analyses for the project should contain a wealth of information on recent past trends as well as constraints and opportunities that point toward future trends. Targets should be ambitious, but achievable given USAID (and other donor) inputs. Activities are accountable for achieving their targets. It is critical to document the thinking behind targets, for later learning and adapting the Activity during implementation and to ensure continuity of information during staff transitions. Both the targets themselves and the justifications for the final targets should be maintained and updated in the PIRS.

When pre-startup baseline data is not available, the Activity design team will need to define a plan to ensure that baseline data will be collected as soon as possible. Once baselines are established, then reconsider targets for each indicator.

COMPLIANCE WITH USAID POLICIES

A part of all IM is compliance with USAID and USG regulations. Consider how you will collect data to confirm compliance with the policies and regulations that apply to you. A series of toolkits is available to instruct the IM about what is expected of them regarding compliance with USAID policies.

GENDER EQUALITY AND EMPOWERMENT (ADS 205)

Promoting gender equality and advancing the status of all women and girls around the world is vital to achieving U.S. foreign policy and development objectives. In 2012, USAID adopted several comprehensive and interlinked policies and strategies to reduce gender inequality and to enable girls and women to realize their rights, determine their life outcomes, influence decision-making and become change agents in households, communities, and societies.

These policies and strategies provide guidance on pursuing more effective, evidence-based investments in gender equality and female empowerment and incorporating these efforts into our core development programming.

ADS 205 explains how to implement these new policies and strategies.

The following gender analysis matrix provides guidance on evaluating the extent of male and female participation in the activity and helps in identifying gender-based constraints and opportunities.

Table 1: Gender analysis matrix Name of the Activity:

What are the key gender relations related to each domain that affect male and female participation in Activity X, or Activities similar to Activity X?[footnoteRef:2][1] [2: ]

Access to and Control Over Assets and Resources

Knowledge, Beliefs, and Perceptions

Practices and Participation

Time and Space

Legal Rights and Status

Balance of Power and Decision Making

ENVIRONMENT (22 CFR 216 and ADS 204) ADS 204 provides policy directives and required procedures on how to apply Title 22 of the Code of Federal Regulations, Part 216 (22 CFR 216) to the USAID assistance process.

Environmental sustainability is integral to USAID's overall goal, and therefore must be mainstreamed into all activities to achieve optimal results, to avoid inadvertent harm to the people we are trying to help, and to prevent wasting taxpayer dollars. To meet this goal, USAID incorporates environmental considerations into results-based planning, achieving, and assessing and learning.

Activity Manager must plan how they will comply with 22 CFR 216 requirements for each non-exempt activity undertaken. They must actively monitor ongoing activities for compliance with approved Initial Environmental Examination (IEE), Categorical Exclusion (CE), Environmental Assessment (EA), Programmatic Environmental Assessment (PEA), or Environmental Impact Statement (EIS) recommendations, and conditionality or mitigation measures.

A reference for an EDF (Environment Documentation Form) adopted by the Activity team can be inserted under this section.

SUSTAINABILITY (ADS 201.3.15.3 and ADS 200.3.1.5) Projects designed in highly dynamic environments may, for example, reduce the depth of some aspects of analysis at the stage of design and include them in early stages of project implementation.

Where appropriate, the sustainability analysis considered as mandatory should discuss generally how localizing development through funding local actors and supporting government to government objectives could help achieve sustainability goals.

COST SHARE COMPLIANCE (22 CFR 226.23; ADS 303.3.10)

Cost share refers to the resources a recipient contributes to the total cost of an agreement. Cost share becomes a condition of an award when it is part of the approved award budget. The cost share must be verifiable from the recipient’s records; for U.S. organizations it is subject to the requirements of 22 CFR 226.23, and for non-U.S. organizations it is subject to the Standard Provision, “Cost Share”; and can be audited.

Refer to ADS 303.3.10 for details on cost share determination, cost sharing and leveraging, Cost Sharing in RFAs and APS, and Meeting Cost Sharing Requirements. The Code of Federal Regulations 226.23 describes the criteria for cost-sharing and matching.

TRAFFICING IN PERSONS (TIP 48 C.F.R. 52.222-50, Combating Trafficking in Persons) Trafficking in persons (TIP) is a global crime that involves the “recruitment, transportation, transfer, harbouring or receipt of persons” through the use of force, fraud, or coercion for the purposes of exploitation. A modern form of slavery, human trafficking constitutes a violation of human rights in which victims are deprived of their humanity and basic freedom. TIP can involve either sex or labor exploitation, or both.

To be a catalytic partner in growing this movement, the United States Agency for International Development (USAID) issued its Counter-Trafficking in Persons (C–TIP) Policy in February 2012.

For detailed information refer to the Counter-Trafficking in Persons Field Guide designed as a practical resource for to help implement the C–TIP Policy.

MICROENTERPRISE REPORTING (MRR ADS 219)

ADS 219 establish policy directives and required procedures for USAID program efforts in the area of microenterprise development. In this context, the term “microenterprise” refers to a very small-scale, informally organized business activity undertaken by poor people. For USAID program purposes, the term is restricted to enterprises with 10 or fewer workers, including the owner (the “microentrepreneur”) and any unpaid family workers. Finally, “microenterprise development” refers to any activity undertaken by donors, host-country governments, or non-government organizations aimed at encouraging the formation of microenterprises or promoting the improved performance of existing microenterprises.

DISABILITY (ADS 110.3.5, , ADS 302mas) In accordance with the USAID Disability Policy, the following issues should be included in project design and Activity implementation:

(1) Promoting the participation and equalization of opportunities of individuals (male and female) with disabilities in country and sector strategies, activity designs and implementation;

(2) Increasing awareness of issues of people with disabilities both within USAID programs and in partner countries.

USAID must give full consideration to the hiring, placement, and advancement of qualified persons with disabilities and must not discriminate against a qualified person with a disability. ADS 110.3.5 sets forth the policy under which USAID establishes a continuing program to ensure nondiscrimination on account of disability and the procedures by which USAID makes determinations on requests for reasonable accommodations of disabilities. Where appropriate performance indicators can be disaggregated to show the extent that the disabled are included in activities. USAID subscribes to the definition of people with disabilities put forth by the Americans with Disabilities Act (ADA). The ADA defines disability as “a physical or mental impairment that substantially limits one or more major life activities.” That definition applies to people with physical, sensory, intellectual, or mental/ psychosocial disabilities.

Illustrative indicators are:

· the number of rehabilitated schools where access for the disabled has been facilitated (the definition of ‘facilitated’ would be included in the PIRS);

· the number and value of microenterprise loans to disabled entrepreneurs.

Public Private Partnership and GDAs (ADS 303.3) Global Development Alliance (GDA) awards provide resource leverage (see 303.3.10) from sources outside USAID. The Activity Manager should consult closely with the GDA Office, the Assistance Executive, the General Counsel or Regional Legal Advisor when developing the program description for these types of awards. Additional guidance may be found in AAPD 04-16, Public-Private Alliance Guidelines and Collaboration Agreement.

The Global Development Alliance (GDA) initiative, announced in 2001, actively promotes strategic alliances between USAID and private and public sector partners as a business model for achieving United States Government (USG) development assistance objectives.

This section describes procedures adopted to comply with GDAs if applicable or any other Public Private Partnerships to be created during the activity timeframe.

data quality assessment procedures [illustrative] The development of PIRS does much to ensure data quality. A well written PIRS provides the needed documentation for collecting data for the indicator and reporting on it. MEL staff and data collection staff come and go unexpectedly. The PIRS documented in the MEL Plan are the standard reference.

The goal of the data quality assessment is to ensure that decision makers are fully aware of data strengths and weaknesses and the extent to which data can be trusted when making management decisions and reporting. Data quality assessments (DQA) are done according to ADS 201.3.5.8. [name of activity] will conduct an internal DQA on all of its indicators using the DQA standard form provided by PMPL (see Annex E).

A DQA plan that includes the following is recommended:

· Develop and implement an overall data quality assurance plan that includes initial data quality assessment reviews;

· Decide who should be involved in the data quality assessment;

· Maintain written policies and procedures for data collection, maintenance, and processes; and

· Maintain an audit trail—document the assessment, including decisions concerning data quality problems, and the steps taken to address them;

· Share your findings with your AOR/COR.

In the past USAID/Lebanon has used its M&E contractor PMPL-II to conduct PPR DQA. [name of activity] M&E staff will collaborate with PMPL-II as required.

ROLES AND responsibilities [illustrative] Implementing the MEL Plan At the start of the project, the M&E Specialist will be the primary person responsible for implementing the MEL plan reported here. He/she will also responsible for building the capacity of all program staff, reporting and supervising general monitoring and evaluation approaches, practices, and tools. The M&E Specialist also cooperates closely with the PMPL project on the technical level, ensuring that indicators and information are reported as needed by USAID/Lebanon and the AOR.

Information Management With reference to ADS 201.3.5.7 [Name of Activity] supports the Mission’s efforts to maintain a performance monitoring information system that holds performance indicator including data collected by this Activity MEL plan. [A designated staff member] will regularly upload data onto the AidTracker website and provide training-related information to TraiNet.

Reporting The M&E Specialist is in charge of producing the M&E reports on time, and in a technically valid, high-quality, and policy-relevant manner, with the purpose of providing firm grounds for management decisions. He/she is responsible for developing the protocols and standard procedures to ensure that data is gathered in a technically sound manner, is consistent and can be compared throughout the years. He/she must make judgments with respect to whether or not data meets quality standards.

M&E Oversight The Chief of Party (COP) will have responsibility for overseeing M&E, assuring that the work of the M&E Specialist meets overall project needs and responds to Mission requests for information. Missions in high-visibility locations such as Lebanon have frequent “data calls” and information requests, so assuring that our responses are policy- and decision-relevant is an important role.

Home Office Support The [name of activity] receives technical support from the home office (HO) M&E staff. [Name of IM awardee] in Washington has assigned a long-term M&E expert to the project. His/her most essential services or responsibilities will be to ensure that high standards are maintained and activities are consistent with best practices in the field. From project start-up, the HO provides specialized assistance in finalizing the MEL Plan and offer specialized training to the M&E team, when needed.

EVALUATION QUESTIONS [illustrative] Starting with the result in mind, [Name of Activity] proposes to answer the following evaluation questions related to validating the Activity’s development hypothesis and theory of change. The proposed methodology states whether the evaluation is to be done internally or externally. The evaluations are formative and are intended to guide management to achieve the most efficient use of its development resources.

Table 2. Activity Evaluations

COST OF DATA COLLECTION, ANALYSIS AND REPORTING

During solicitations applicants are requested to include costs of data collection, analysis, and reporting as a separate line item in their budgets to ensure that adequate resources are available. In this section state the estimated costs associated with collection of data for the indicators, analysis of the data, reporting on the indicator and conducting scheduled evaluations.

[Name of activity] will be reporting to the Mission according to the schedule in Table 2. Included in this table are any reports, such as internal evaluations or data quality assessments, that may not be required as ‘deliverables’, but that are used to guide the project and are undertaken as part of the MEL Plan. The staff position responsible for the report can be included.

Reporting on the USAID AIDtracker The [name of Activity/IM) MELPlan indicator definitions, baselines and targets are reported on the AidTracker. [Insert staff position] is responsible for uploading date to the AidTracker.

DATA COLLECTION methodology (Illustrative) The methods used to collect data for the specified indicators are described in detail in the PIRS. Exceptions to this are for the Citizen Satisfaction Survey (CSS). The sample design for this task is found in Annex E. The principle for determining the sample size stems from the measurement of effect size.

Considerations for the Measurement of Training [Illustrative]When reporting on training the reference is to ADS 253. Special emphasis is placed on controlling attendance daily through a sign-up sheet that includes detailed information on the course (title, module, city, state, instructor, activity number) and the participant’s name (ID, full name, sex, title, position, state, e-mail, telephone, pre and post-tests grades, percentage of attendance). This has allowed us to avoid double counting of trainees who take more than one course or the entry of slightly different names during their various courses, while also enabling us to ensure that multiple trainees with the same name are not registered as the same person. We have elsewhere employed a minimum attendance requirement of 80% for a trainee to be counted as having completed a course regardless of test results.

Considerations for the Measurement of Organizational Capacity [Illustrative] USAID’s Organizational Capacity Assessment (OCA) tool is used to measure indicator… Using this tool requires training of the data collectors, or training of the organization staff should the tool be used for self-assessment. Issues of inter-rater reliability will be addressed by… CALENDAR OF MELEVENTS [illustrative] Table 3. Calendar of MELEvents

Data collection [including i.e. baselines, beneficiary selection, surveys, site visits to beneficiaries, indicators…]

Reporting [review comments fields]

Fill PPR templates and respond to PMSPL’s PPR related requests

DQA

3 years after the approval of the MEL plan

USAID/PMSPL

Data verification

PMP indicators: Q2 and Q4

USAID/PMSPL

Evaluation

Final/TBD

USAID/PMSPL

Collaboration Learning and ADAPTATION (CLA) CLA is currently a component of several missions' CDCS, USAID/Lebanon has incorporated CLA as a component in its current CDCS and FY2014-FY2018 PMP.

CLA is a conceptual framework for some principles and operational processes that can enable USAID to become a more effective learning organization and thereby a more effective development organization.

Moreover, CLA is an approach to facilitating stakeholders’ participation and capacity to promote country-led development. ADS 201 includes discussion of learning and encourages missions to develop learning plans.

The central function of CLA is to ensure that progress toward development objectives is guided by continuous learning (through analysis of a wide variety of information sources and knowledge, including M&E data, innovations and new learning that bring to light new best practices or call into question received wisdom, and collected observations from those who have particularly deep or unique insight in a given area.

For more information on CLA visit USAID Learning Lab on the following links:

Collaborating, Learning and Adapting Resources and Contacts A CLA Dialogue: Missions and Partners Share Experiences and Best Practices Development work presents many opportunities to COLLABORATE and engage with a broad set of stakeholders, to from both evidence and experience and to adapt iteratively to unexpected results or changes in context. This is why USAID placed "Learning and Adapting" at the center of the program cycle, as a connector between the components and as an integral part of them as well. Put another way, this emphasis of a learning approach to development seeks out ways to improve the process of generating, capturing, sharing, and using knowledge to support and improve development outcomes.

This CLA Guide http://usaidlearninglab.org/learning-guide provides an overview of the Program Cycle to all USAID staff and their development partners, and then goes in-depth into how to integrate Learning and Adapting throughout the Program Cycle.

The CLA discussions emerging on Learning Lab are an opportunity to share concrete examples, offer detailed suggestions, raise specific concerns and get some targeted advice and assistance from USAID and other implementing partners and stakeholders working in similar environment or sectors. Three other Knowledge-Driven International Development (KDID) websites connect practitioners to spread innovation and good practice:

https://www.microlinks.org is a rich repository of microenterprise development publications, presentations, web resources http://wlsme.org/ The Women's Leadership in SMEs site captures new learning in gender and enterprise development, disseminates it among practitioners, USAID mission staff, and other donors.

http://agrilinks.org/ Agrilinks Groups are collaborative online forums that allow agricultural development professionals to build networks, start discussions, and share resources pertaining to a defined topic or purpose.

As part of CLA between implementing partners and USAID, consider and describe in a CLA plan/agenda how you will be implementing CLA to ensure progress toward your activity and the CDCS objectives.

A CLA plan/agenda can be developed to identify key junctures where learning can be strengthened it can include the following activities:

· Update and refine the activity planning.

· Identify, engage in communication and inform USAID about stakeholders and donors working in similar areas or sectors.

· Conduct internal evaluations and DQAs.

· Data analysis: Engage with internal and external stakeholders/implementing partners to cross-reference patterns, fill information gaps, and prompt discussion around findings and implications.

· Site visits: Maximize efforts to understand implementation realities, and promising and not-so-promising practices, and share relevant findings beyond activity teams.

· Document success stories, failure stories, challenges faced to be shared with USAID and other implementing partners.

· Develop Fact sheets about each activity and update factsheet regularly. (i.e. activity title, activity description, funding, location, number of female/male/ youth beneficiaries…)

· Participate in online CLA dialogues.

· Integrate CLA into human resources and staffing: integrating CLA into core business models and processes is necessary for increasing the number of those practicing CLA as well as the quality of CLA activities carried out.

· Improve monitoring, evaluation and DOC activities.

USAID/Lebanon [Insert Name of Activity) Monitoring, Evaluation & Learning Plan 2 indicator TRACKING TABLE [illustrative] Table 4. Indicators with baselines and targets

USAID Lebanon Mission Overall CDCS Goal Objective: [insert when CDCS is approved]

CDCS Goal: [insert when approved]

Goal-lev…