NCHE-UMU - Proposed M&E Curriculum - June 2014

Uganda Martyrs University
making a difference
Faculty of Agriculture
A Proposed Curriculum
for
Master of Science in Monitoring and Evaluation
(MSc M&E)
June 2014
List of Acronyms
CBA - Cost Effectiveness and Cost Benefit Analysis
CBOs - Community Based Organizations
CGPA - Cummulative Grade Point Average
CPA - Critical Path Analysis
CSO - Civil Society Organisations
GPA - Grade Point Average
IARCs - International Agricultural Research and Development Centres
LFA - Logical Framework Approach
M&E - Monitoring and Evaluation
MDGs - Millennium Development Goals
MIS - Management Information Systems
MSc M&E - Master of Science in Monitoring and Evaluation
NGOs - Non-Governmental Organizations
OPM - Office of the Prime Minister
PME - Participatory Monitoring and Evaluation
RBM - Results Based Management
RUFORUM - The Regional Universities Forum for Capacity Building in Agriculture
UMU - Uganda Martyrs University
USA - United States of America
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Table of Contents
List of Acronyms.........................................................................................................................................2
Table of Contents........................................................................................................................................3
1.0 Background to Uganda Martyrs University...........................................................................................5
1.1 Brief about the Faculty of Agriculture...............................................................................................5
2.0 The Master of Science in Monitoring and Evaluation (MSc M&E).......................................................7
2.1 Introduction.......................................................................................................................................7
2.2 Programme Rationale........................................................................................................................7
2.3 Programme Objectives.......................................................................................................................8
2.4 Learning Outcomes............................................................................................................................9
2.5 Entry Requirements...........................................................................................................................9
2.6 Duration of the Programme...............................................................................................................9
2.7 Course assessment and examinations regulations............................................................................10
2.8 Grading System...............................................................................................................................11
2.8.1 Grading of the courses..............................................................................................................11
2.8.2 Classification of the Award.......................................................................................................11
2.9 Fees Structure and Costing..............................................................................................................11
3.0 Curriculum Structure...........................................................................................................................12
4.0 Academic Staff Available....................................................................................................................13
5.0 Academic Staff Lecturing Load...........................................................................................................15
6.0 Infrastructure and Service Centers.......................................................................................................16
7.0 Course Content....................................................................................................................................18
7.1 Core modules...............................................................................................................................18
MME 4101 Introduction to Monitoring and Evaluation........................................................................18
MME 4102 Monitoring and Evaluation Tools and Frameworks............................................................20
MME 4103 Conducting and Managing Impact assessment and Evaluation...........................................23
MME 4104 Monitoring and Evaluation for contemporary, multilateral and public sector.....................26
MME 4105 M&E for Agriculture and Sustainable Rural Development................................................28
MME 4106 Ethics in monitoring and evaluation...................................................................................31
3
MME 4107 Key Communication Skills in Monitoring and Evaluation.................................................33
MME 4108 Research methods for Monitoring and evaluation..............................................................35
MME 4109 Management information system for M&E........................................................................38
MME 4110 Quantitative Methods for Monitoring and Evaluation........................................................39
MME 4111 Fundamentals of M&E for Development Seminar.............................................................42
7.2 Elective Modules.........................................................................................................................45
MME 4212 Consultancy skills, internship and practicum.....................................................................45
MME 4213 Monitoring and Evaluating Health Interventions................................................................47
MME 4215 Monitoring and Evaluation of Education Programmes.......................................................51
MME 4216: MSc Research Project (Dissertation).................................................................................52
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1.0 Background to Uganda Martyrs University
Uganda Martyrs University (UMU) is located in Central Uganda. The university is committed to
its vision, which is: “To be a university that is nationally and internationally recognized for
excellence in research and the advancement of knowledge.” The vision of the present Vice
Chancellor is to see UMU as a university that is student-centered; research; intensive; imbued
with Christian values; of national and international repute; uniquely Ugandan in character; of
service to the Church, the people of Uganda, the whole of Africa and the world at large. The
University recognizes the present and challenging environment, proven by the emerging changes
in terms of political, economic, social, technological, legal, ecological and demographic trends,
which impact on the status quo of service delivery.
The Mission of the University is to provide quality higher education, training and research for
the betterment of society guided by ethical values. The vision is “a University that is nationally
and internationally recognized for excellence in teaching, learning, research, advancement of
knowledge and community engagement.” Basing on its slogan, “Making a Difference,” The
University members and alumni are encouraged to make a positive contribution to society
wherever they are.
1.1 Brief about the Faculty of Agriculture

Agriculture being the backbone of Uganda’s economy dictates that Faculties of Agriculture
ought to be market leaders in knowledge provision but also helping to solve farmers’ Agriculture
related problems. In the long run, the role of the faculty of Agriculture is eventually to feed the
nation and ensure that the Environment is protected. In this regard, it becomes imperative that
the Faculty of Agriculture at Uganda Martyrs University just like other institutions of higher
learning have a duty to carefully deal with the inadequacies of underdevelopment that come with
subsistence methods of production and usher in such technologies that will lead to better and
more profitable resource management and service delivery.
Established in the year 2000, the Faculty of Agriculture is by far one of the largest Faculties of
the University running graduate, undergraduate as well as diploma and certificate programmes.
To achieve its aims, the Faculty is guided by the following Vision, Mission and Objectives:
1.1.1 Vision
The Faculty of Agriculture is to holistically build a critical quality and quantity of professional
agriculturists with sustainable resource management hands-on skills, in order to meet the
University’s goal of creating an environment where intellectual and moral values are a priority,
while contributing to the national goal of modernizing agriculture as a means of achieving food
security, alleviating poverty and diversifying foreign exchange earning through short and long
term, demand driven curricula, as well as farmer needs oriented research and outreach
programmes.
1.1.2 Mission
To produce a graduate with capacity to create jobs, and with a round knowledge of agriculture
that translates into real physical and financial outputs.
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1.1.3 Objectives
The Faculty of Agriculture has to pursue the following objectives in order to achieve its mission
and work towards realisation of its Vision.
1. To provide high quality education, designed to meet the dynamic demands of the
agriculture sector.
2. To execute research and disseminate appropriate knowledge and skills for modernization
and improved productivity and profitability of agriculture.
3. To collaborate with advanced knowledge institutions, universities, International
Agricultural Research and Development Centres (IARCs), Non-Governmental
Organizations (NGOs), Community Based Organizations (CBOs), networks and
individual enterprises with a stake in developing sustainable agriculture.
4. To ensure sustainability of Faculty programmes and design winning curricular that lead to
successful trainees.
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2.0 The Master of Science in Monitoring and Evaluation (MSc
M&E)
2.1 Introduction
Today, the African sub-continent has a vast number of NGOs involved in development aid. In
addition to many governments’ and donor initiatives to get the people of Africa out of poverty,
there has been a growing concern about how to more accurately assess the contribution of such
initiatives. While there has been talk of monitoring and evaluation of such programs/projects,
methodologies for assessing impacts are problematic. Additionally, there are different
monitoring and evaluation guides developed to suit such programs and projects. Hence, checking
performance of the effectiveness of individual projects, across sectors and country programs,
remains an issue. At the same time, as articulated in the Paris Declaration on aid effectiveness
(2005) which made explicit commitment to increasing the impact of aid through the Millennium
Development Goals (MDGs), development partners are increasingly looking at the impact of aid
and aid effectiveness, through the conduct of plausible impact assessment.
These assessments require data derived from Monitoring and Evaluation (M&E) systems. At the
International Conference on Financing for Development in Monterrey in 2002, development
partners re-emphasized this need by agreeing to focus on managing for development results. This
agreement advocates a stronger orientation of monitoring systems towards development results.
This means, the emphasis has shifted towards identifying what changes (benefits that have been
achieved directly or indirectly by development interventions), as well as measuring what has
been done. Ongoing reviews, assessments and learning are prioritized equally with end of project
evaluation. For these reviews to take place it is important that good M&E systems are
incorporated at the planning phase and all levels of reporting.
2.2 Programme Rationale

The Regional Universities Forum for Capacity Building in Agriculture (RUFORUM), a
consortium of 29 universities in Eastern, Central and Southern Africa, established in 2004, has
concluded that one of the key problems emanates from the inadequate capacity in Monitoring
and Evaluation to understand the achievements of development efforts and translate these results
into easy to understand impacts. To this effect, RUFORUM commissioned a study to undertake a
comparative analysis of M&E curriculum on offer for M&E training globally. The results
revealed that, while M&E is important, it is not offered as a stand-alone course at universities,
globally. The M&E training falls under different departments and within other specializations.
Therefore, the need for more systematic individual and institutional building is necessary. This is
necessary in Sub-Saharan Africa where development projects face challenges such as lack of
expertise, stringent and multi-donor reporting requirements, lack of baseline data, and inadequate
finances. These challenges make it hard to effectively monitor and evaluate the development
projects.
The need for quick results has led to an emphasis on fast impact assessment tools, usually
without baseline data. Additionally the multitude of definitions of M&E has meant projects and
programs can apply whatever tools and methods they know of, sometimes without clear
understanding of the tools that are the most appropriate in the context being applied. But, if
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properly understood and used M&E systems offer powerful management tools in the public
sector as well as other organizations. M&E systems can enhance accountability and, at the same
time, provide a means for learning, in order to enhance and maximize outcomes and to help
reach the goals set in a more efficient and effective manner. Enhanced accountability can
contribute significantly to improving governance of public as well as other organizations.
Building a culture of monitoring and evaluation requires developing national M&E capacities.
This entails strengthening both demand and supply capacities for equity-focused and gender-
responsive evaluation at three levels: enabling environment, institutional capacities and
individual capacities. In responding to this, the Government of Uganda has deliberately
embraced reforms that are geared towards institutionalizing M&E in the public sector following
the Ghana declaration of 2008. Up to now different steps in implementing a Monitoring and
Evaluation system for the entire state machinery were taken. The latest document is the National
Policy on Public Sector Monitoring and Evaluation which was developed by the Office of the
Prime Minister (OPM) in cooperation with all relevant stakeholders, which has been adopted as a
national M&E government policy. In addition, the Office of the Prime Minister established a
Government Evaluation Facility. The Facility provides a systemic basis for expanding the supply
of rigorous assessments to address public policy poses major public investment questions
surrounding the effectiveness of government interventions and addresses underlying constraints
to improved public service delivery.
Despite efforts undertaken by the government of Uganda to institutionalize M&E, there are still
inadequate evaluation capacities in governmental institutions, non-governmental organisations
and civil society. Specifically there is limited coverage of acts and policies in terms of M&E and
results based management (RBM), unclear roles and responsibilities in M&E, mixed use of
issues related to RBM implementation, confusion in the meaning of monitoring and evaluation
issues, and generally M&E capacity-building issues.
All these M&E challenges cannot be adequately addressed because of inadequacies in individual,
institutional, structural, architectural, and organizational capacities,
The existing training and education programmes are still young to meet the M&E challenges in
the public sector, NGO world, and the Civil Society Organisations (CSO) sectors. It is for this
reason that Uganda Martyrs University in collaboration with Regional Universities Forum for
Capacity Building in Agriculture (RUFORUM)1 is developing this programme in order to build
capacity for the badly needed professionally trained M&E personnel.
2.3 Programme Objectives

The main objective of the MSc training is to produce top-level skilled professional staff with an
interdisciplinary understanding of M&E, able to support analytical understanding of the impact
of development initiatives in Africa and their comparison globally.
2.3.1 Specific Objectives

 To develop students capacity in applying theoretical concepts in M&E.
 To equip students with analysis skill to enable them examine developmental situations
1
A consortium of 29 universities in Eastern, Central and Southern Africa, established in 2004
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 To prepare students with skills to participate and handle development projects at
community, national and international levels competently
 To empower students with development research skills and prepare them for progression
to higher levels of study
 To encourage students to become proactive, creative, independent thinkers and analytical
in aspects affecting their day-to-day aspects.
 To provide students with understanding of cross-disciplinary approaches to demographic,
social-cultural, economic and environmental factors and structures, uneven development
and its impact to local, regional and global scales
2.4 Learning Outcomes

At the end of the course students will learn how to:
 Make use of logical, strategic and result-orientated frameworks to control and monitor
programmes and projects
 Collect and manage data to inform learning and identify solutions
 Improve their data collection skills (interviews, questionnaires etc.) and design of data
analysis tools
 Plan and track the benefits of interventions
 Use different methods of evaluation including environmental and impact assessments
 Implement strategic analysis and how to align projects with strategic objectives
 Work effectively with development partners and stakeholders to identify barriers to
success and gain acceptance of recommendations for change
 Follow best practice in M&E reporting
2.5 Entry Requirements

This course is designed for graduates with a minimum of a bachelor’s degree from a recognized
institution. It also targets graduate senior and mid-level government officials, development
managers and other professionals covering development work, as well as those that are managing
sustainable and people-centred development programs and organizations. All applicants must
have a bachelor’s degree or its equivalent and will be required to pass a Graduate Admission
Test (GAT) on admission.
2.6 Duration of the Programme

The programme is designed to be a taught programme lasting 18 months that covers modules
delivered on a semester basis. Specifically, Full-time – 1½ years of three semesters, Part-time –
2 years of four semesters and Distance learning – three years of six semesters.
The student will be deemed to have completed after acceptance of their Dissertation/Project but
should have done all courses in the stipulated time.
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Table Presenting Course Level

module Full time 3 Semesters Part time 4 Semesters Distance 6 Semesters
MME 4101
MME 4102
MME 4103 S1 S1
MME 4104
MME 4105 S1
MME 4106 S2
MME 4107 S2
MME 4208
MME 4209
MME 4210 S2 S3
MME Elective S3 S4
MME Elective S5
Dissertation S3 S4 S6
Key: S Stands for Semester
2.7 Course assessment and examinations regulations

Examinations regulations will fall under the general framework of Uganda Martyrs University
Examinations Regulations;
 Examinations will take place at the end of each module.
 Examination papers for each course unit will last for three hours
 Each course shall be assessed on the basis of a total of 100 marks with proportions as
follows:
- Coursework (continuous assessment) 50%
- Written examination 50%2
 Coursework or continuous course assessment will consist of assignments and/or tests per
module per semester.
 Each module will be graded out of a maximum of 100 marks and assigned appropriate
letter grades and grade point average as follows:
2.8 Grading System

2.8.1 Grading of the courses
Marks (%) Letter Grade Grade Point
90 - 100 A+ 5.0
80 – 90 A 5.0
75 - 79.9 B+ 4.5
2
Note: Whereas NCHE has a 40- 60 or 30 – 70 criteria for assessment, UMU policy is that students have
to pass course work independently hence the 50 – 50 distribution. Students will only sit for the final
examination after they have passed their coursework by 50%
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70 - 74.9 B 4.0
65 - 69.9 B- 3.5
60 - 64.9 C+ 3.0
55 - 59.9 C 2.5
50 - 54.9 C- 2.0
In addition, these letters will be used where applicable:

W - Withdraw from course
IN - Incomplete
Aud - Audited course only
The minimum pass mark in any course is 50%, or a GPA of 2.0. No credit is awarded for a failed
course. However, this pass mark further requires that both continuous Mode of Assessment and
final Mode of Assessment are passed at 50% independently.
2.8.2 Classification of the Award

The Master of Science in Monitoring and Evaluation will be classified as follows:
CGPA
Distinction 4.6 - 5.00
Credit 3.6 - 4.39
Pass 2.0 - 3.59
2.9 Fees Structure and Costing

The programme fee may be variable each academic year and depends on mode of the delivery of
the course. The fee covers tuition, registration, identity card, UMU Students Union, access to the
Library, use of computers, access to Internet and e-mail services, meals, examinations and
assessment. The fees structure for the full time and part time students will be as follows:
Mode of Delivery Ugandan Student(UGX) International Students(USD)

Fulltime 6,350,000 4,935
Part-time 3,376,000 2,650
Distance learning 1,871,000 1,450
Note: Fees may be changed by the University from time to time depending on the prevailing
conditions.
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3.0 Curriculum Structure
MSc M&E Programme Structure
Course Code Modules Name T L P C C

H H H H U
MME 4101 Introduction to Monitoring and Evaluation 30 60 30 12 6
0
MME 4102 Monitoring and Evaluation Tools and Frameworks 30 60 30 12 6
0
MME 4103 Conducting and Managing Impact assessment and 30 60 60 15 8
Evaluation 0
MME 4104 Monitoring and Evaluation for contemporary, 30 60 30 12 6
multilateral and public sector 0
MME 4105 Monitoring and Evaluation for Agriculture and 30 60 30 12 6
Sustainable Rural Development 0
MME 4106 Ethics in monitoring and evaluation 30 60 30 12 6
0
MME 4107 Key Communication Skills in Monitoring and 30 60 30 12 6
Evaluation 0
MME 4208 Research methods for Monitoring and evaluation 30 60 60 15 8
0
MME 4209 Management Information System for M&E 30 60 30 12 6
0
MME 4210 Quantitative Methods for M&E/ Applied Statistical 30 60 60 15 8
Methods for M&E 0
MME 4211 Fundamentals of M&E for Development Seminar 30 60 60 15 8
0
Elective Courses (to choose any two)
MME 4212 Consultancy Skills Development, Internship And 30 45 30 10 5
Practicum 5
MME 4213 Monitoring and Evaluating Health Interventions 30 45 30 10 5
5
MME 4214 Evaluation of Infrastructure Projects 30 45 30 10 5
5
MME 4215 Evaluation of Education Programmes 30 45 30 10 5
5
MME 4216 Dissertation (4 hrs per week X 30weeks = 120) 8
12
Total Credit Units (Graduation Load): 92
KEY: TH denotes tutorial hours, LH lecture hours, CH denotes contact hours, PH denotes,
practical hours CU denotes credit units, MME Course code for Masters of Science in
Monitoring and Evaluation. 4 – Code for all Masters’ courses in the Faculty of Agriculture; 1
for the year and 01 etc. are course codes labelled progressively. The codes here are for full time.
The year code will change for part time and distance programmes respectively. 30 Hrs of
tutorial equal to 1 credit unit, 30 hrs of practical equal to 1 credit, 15 hrs of lecture equal to 1
credit units.
4.0 Academic Staff Available

Permanent Staff
Edward Kafeero; Dip Phil (KNS), BA Phil (Makerere University), Dip. Soc. Com, BA Theol
( Pontifical Urbaniana University), MA Canon Law ( Pontifical Urbaniana University), LL.M,
PhD (University of Muenster)
Francis Richard Jumba; B.Sc Agric. (Makerere University; M.Sc International Agriculture and
Food Marketing (University of Newcastle Upon Tyne. ); PhD (University of Natural Resources
and Applied Life Sciences, BOKU, Austria)
Harriet Mutonyi; Bsc. Educ (Islamic University in Uganda); MA Sci, PhD (University of British
Columbia, Vancouver, Canada)
John Francis Mugisha; BASS (Makerere University), ADHSM (Ministry of Health), MSc. HSM
(Uganda Martyrs University), PhD (Keele University)
Joseph Kisekka; BA Theo, BA Phil, MA (Rome), PhD (Rome)
Joseph Ssemakula; B.Com (Kakatiya India); M.Sc (Rome); Dip, Eval (Rome); M.Sc PDC
(Rome); PhD (Gregor)
Jude Ssebuwufu; Dip Phil, Dip Health, BA Phil (Makerere University); BA Theol (Pontifical
Urbaniana University); BA Ed, PhD (UNISAL)
Julius Mwine; B.SC .Agric (Makerere University) Post Grad Pid Mgt (University of Bonn);
Msc Agric (Makerere University) PhD (Ghent University)
Maurice Mukokoma Nalwoga; Dip. Ed (Institute of Teachers’ Education Kyambogo) B.BAM
(Uganda Martyrs University), ACCA, M.Phil (MSM), MBA (Leeds), PhD (Walden University)
Modest Kayi Odama; BA. (Makerere University) BA. (SML); STL (SML); PhD (Loyola
University Chicago)
Moses Kibrai; DBS (National College of Business Studies) B.Com (Makerere University), MSc.
Acc & Fin (Makerere University)
Richard O Awichi; BSc Educ. (Makerere University); MSc (Makerere University) PhD
Candidate (Johannes Kepler University, Austria)
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Richard Ouma; B.A. Educ. (Makerere University) PGD. Mgt. (Uganda Management Institute);
PGD. TL in H.E. (Uganda Martyrs University); M.A. International Educational Mgt. (University
of Leeds)
Sr. Prisca Kobusingye; Ass. Dg in Bus. (Aquinas Junior College, Milton) BSc. (St. Joseph
college Hartford), MBA (Assumption college, Worcester), PhD (Uganda Martyrs University)
Part-time Staff
Godfrey Bwanika; BA SS. (Makerere Univesrsity ) PGD, PAM (MUK), MMS PAM, (Uganda
Management Institute) PhD Candidate (Uganda Management Institute)
George Mugerwa; UDBS (Nakawa College of Business Studies), BA SS (Makerere
Univesrsity), MA Makerere Univesrsity), MBA, (Makerere Univesrsity) PhD Candidate
(Mbarara University of Science and Technology)
Ivan Twinomuhwezi; B.Com (Makerere University), MSc. Econ. (Makerere University), PhD
candidate (University of Pretoria)
Wabwire Julius; BCOM, (Makerere University), PGD. PPM. (Uganda Management Institute),
MMS. PPM (Uganda Management Institute)
Besweri Mubende; BA, (Makerere University), PGD. Educ (Makerere University), PGD. PPM
(Uganda Management Institute) PhD Candidate (Uganda Management Institute)
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5.0 Academic Staff Lecturing Load
Module code Modules Lecturers
Core modules
MME 4101 Introduction to Monitoring and Evaluation Godfrey Bwanika, Joseph
Ssemakula
MME 4102 Monitoring and Evaluation Tools and Besweri Mubende
Frameworks
MME 4103 Conducting and Managing Impact Julius Wabwire
assessment and Evaluation
MME 4104 M&E for contemporary, multilateral and Kibrai Moses
public sector
MME 4105 M&E for Agriculture and Sustainable Rural Julius Mwine,
Development
MME 4106 Ethics in monitoring and evaluation Joseph Kisekka, Jude
Ssebuwufu
MME 4107 Key Communication Skills in Monitoring Zake-Muwanga, Edward
and Evaluation Kafero
Joseph Ssemakula
MME 4208 Research methods for Monitoring and Maurice Mukokoma , Francis
evaluation Jumba
MME 4209 Management information System for M&E
MME 4210 Quantitative Methods for M&E/ Applied Richard Awichi
Statistical Methods for M&E Ivan Twinomuhwezi
MME 4211 Fundamentals of M&E for Development Modest Odama, George
Seminar Mugerwa
Godfrey Bwanika
Elective modules (Choose any two)
MME 4212 Consultancy Skills Development, Internship Francis Jjumba Richard Ouma
And Practicum
MME 4213 Monitoring and Evaluating Health John Francis Mugisha
Interventions
MME 4214 Evaluation of Infrastructure Projects Richard Ouma
MME 4215 Evaluation of Education Programmes Harriet Mutonyi, Jude
Ssebuwufu, Wycliffe
Muwanga-Zake
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6.0 Infrastructure and Service Centers
Uganda Martyrs University Faculty of Agriculture possesses enough teaching and learning
infrastructure to handle the programme.
 Equator Valley Farm – Is located just 2 Km from UMU main campus. The Farm is fully
owned by the University and is the home of the Faculty of Agriculture. The farm has a
number of enterprises including Dairy cattle, Piggery unit, free range chicken as well as
goats. These enterprises are basically for teaching/research but aim at making some profit
for purposes of sustainability.
 The Organic demonstration unit – Is located 6km from the UMU main campus at
Kalagala village. The unit is used as a crop experimental unit to demonstrate to the
students but also to the surrounding farmers the practicability of organic theories and
principles. Each student is allocated a plot on the farm for this purpose. Work is
monitored by supervisors and farmer field days are organized to showcase the activities
of the students. An Apiary unit is run in the bushy part of the demonstration unit for
research on honey bees.
 The Environmental Eco-site: Is located just next to the Equator valley farm occupying
the swampy section of the valley. The eco-site boasts of indigenous ornamental,
medicinal plants, indigenous herbs, shrubs and grasses, a variety of interesting fishes,
reptiles, amphibians and birds. Small mammals like squirrels, rabbits, porcupines and
mole rats are also present. The valley is a breeding ground for important birds like the
crested Crane. The eco-site is a learning center for University students of Agriculture,
health sciences, development studies but also primary and secondary students interested
in conservation. The Eco-site is also a source of local materials like water, firewood as
well as medicine for the surrounding people who are sensitized to harvest them
sustainably.
 Class rooms and Equipment: The University has enough class rooms to handle the
programme at the main campus as well as its Kampala campus at Rubaga. Presently
handling 5,000 students, UMU has capacity to handle an extra 500 students. UMU has 6
well stocked computer laboratories open to all students and free internet connection for
all students. A video conference facility exits to facilitate long distance teaching and
learning as well as tele-conferencing. A moodle on line teaching platform is also
available for e studies.
 Library- Located inside the main campus, the Archbishop Kiwanuka Memorial library
boasts of a large stock of hard copy books amounting to over 40,000 copies, e books as
well as a variety of e resources. Other UMU campuses and affiliates have their own
libraries.
 Research directorate: A directorate of research exits to coordinate research and
publication for students and staff. An annual conference is organized for presentation of
research findings of both students and staff. Findings are published in local Journals like
the Journal of Science and Sustainable development which is hosted and printed at UMU.
 Directorate of Outreach: Is the University entity through which the University research is
carried out in collaboration with the surrounding populace. The directorate coordinates
internships, attachments but also dissemination of research findings. The Faculty of
Agriculture works closely with the directorate to solicit for research needs of the farmers
and producers and also to show case new technologies developed.
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7.0 Course Content
7.1 Core modules
MME 4101 Introduction to Monitoring and Evaluation

Module description
Monitoring and evaluation (M&E) is an essential component of any intervention, project, or
program. This module covers the basics of program monitoring, evaluation and reporting in
programs. It also defines common terms and discusses why M&E is essential for program,
project, and policy management.
Objective
The main objective of this module is for students to understand principles of M&E and the need
for good data management.
Learning Outcomes
Students completing this module should be able to:
 Appreciate ‘how-to’ approaches for undertaking M&E including definitions of basic
M&E terminology, and indicators.
 Improve the operation and management of the M&E function;
 Differentiate between monitoring functions and evaluation functions;
 Describe the functions of an M&E plan;
 Identify the main components of an M&E plan;
 Identify and differentiate between conceptual frameworks, results frameworks and logic
 models;
 Describe how frameworks are used for M&E planning;
 Identify criteria for the selection of indicators;
 Describe how indicators are linked to frameworks;
Content
Content Lecture
Hours
Introduction to fundamental definitions (meaning of interventions, like, 10
projects, programmes, policies susceptible to M&E. It will also focus on
rationale of M&E in development, its role in service delivery)
Terms and concepts of M&E- (Meaning of monitoring and evaluation, results, 5
outputs, outcomes, impact, indicators, means of verification,
The differences between evaluation and monitoring and how these concepts 5
can be linked will be clarified. The role of monitoring, how monitoring feeds
into evaluation
The Historical Development of M&E in the USA, Europe and Africa (the 5
topic will cover the chronological development of M&E from USA, Europe
and Africa. Focus will be on the M&E drivers in the different regions, what
lessons do students learn, and how use the history to improve the M&E
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function
The role of M&E in the modern society. This will be described in connection 5
with the MDGs, African development frameworks, and the National
Development frameworks) Specifically the topic will identify the role of
M&E in projects, programmes, Policies and other relevant interventions.
Different standards for evaluation of relevant evaluation associations and 10
working groups. This topic will cover evaluation standards from Associations
including; South African Evaluation Association, Uganda Evaluation
Association, African Evaluation Association, American Evaluation
Association, Canadian Evaluation Association, United Kingdom Evaluation
Association
The social, political and cultural environment, in which M&E is embedded. 5
This topic will enable students to appreciate the environment within which
M&E operates. PEST tool to analyse the M&E environment
Introduction to essential evaluation theories and approaches which determine 5
the international debate on evaluation. Theories and approaches are important
for understanding reality. Some of the key theories and approaches to cover
include; questions and methods oriented evaluation approach, Pseudo
evaluations, improvement and accountability oriented evaluations, Social
Agenda and advocacy approaches, Eclectic evaluation approaches
Application of evaluation approaches to evaluation projects. This topic will 5
use case studies to enable students relate theories and approaches to
evaluation practices.
Total 60
Mode of Delivery
 Practical group work to allow for contextualized learning and results in practical outputs
for participants.
 Case studies
 Seminar presentations
 M&E concepts explained through real-project examples
 Lectures will be mixed with class exercises, small group discussions, and presentation.
 Additional reading material will be provided in the Library
Assessment
 Course work and tests 50%
 Final in-class examination 50%
List of References and Reading materials

Barton, T. 1997. Guidelines for Monitoring and Evaluation – How are we doing? CARE
International Uganda.
18
Bhavesh M. Patel 2000. Project Management; Strategic Financial Planning, Evaluation and
Control; Vikas Publishing House PVT Ltd
Civicus; Monitoring and Evaluation Toolkit; www.civicus.org; accessed on 15 May 2014.
Harold Kerzner. 2009. Project Management; A Systems Approach to Planning, Scheduling
and Controlling
Jules Pretty, Irene Gujit, Ian Scoones and John Thompson. 2002. Participatory Learning and
Action – A Trainer’s Guide; International Institute for Environment and Development (IIED),
London, 1995.
Louisa Goslin and Mike Edwards. 2007, A practical Guide to Planning, Monitoring,
Evaluation and Impact Assessment, Save the Children
Mackay, K. (2007). How to Build M&E Systems to Support Better Government. Washington
DC: The World Bank
Narayan, D. 2008, Participatory Evaluation: Tools for Managing Change in Water and
Sanitation; Technical Paper Number 207. Washington, DC: The World Bank.
PACT, (1998): Participatory Monitoring, Evaluation and Reporting. New York, PACT
Patton, M.Q. 1997 “Toward Distinguishing Empowerment Evaluation and Placing It in a
Larger Context” Evaluation Practice 1997 18(2)
Pretty, J. 1996: Participatory Learning and Action: A Trainer’s Guide. London: International
Institute for Environment and Development.
Rugh, J. 2007.Self-Evaluation: Ideas for Participatory Evaluation of Community
Development Projects World Neighbours
UNDP; 1997; Results Oriented Monitoring and Evaluation; A Handbook for Program
Managers; In Mind Design, L.L.C.
MME 4102 Monitoring and Evaluation Tools and Frameworks

Module Description
Monitoring and evaluation frameworks and tools provide the basis for monitoring and evaluation
activities. Students will be introduced to various tools and frameworks used in planning as well
as monitoring and evaluating projects for effective delivery of results. A good grasp of the M&E
tools and frameworks will enable programme managers to interact effectively with external
consultants who are contracted to undertake evaluations. If consultants are recruited to undertake
an evaluation, programme managers should be able to discuss on equal footing and be abreast of
the issues to be evaluated
Objective
The module aims at examining a range of steps and techniques involved in the design and
implementation of M&E tools and frameworks and explore potential design issues and
implementation barriers; cover the development of a Program Logic, the identification of key
evaluation questions, and the development of performance indicators.
Learning Outcomes
On completion of this module, Students should be able to:
 Design and development monitoring and evaluation frameworks for use in productive
and non-productive contexts
 Designing tools to support M&E systems and templates
19
 Internalize how to best support the consultative and participatory processes involved in
design and implementation of an M&E Framework
 Use the different frameworks and tools for their planning and analysis
 Use a theory of change in designing, monitoring and evaluating interventions
Content
Lecture hours
An overview of Monitoring and evaluation tools and frameworks: The 5
topic will give participants broad view of tools in terms of definition,
importance and they are used
Formulation of policy and M&E agenda this topic will introduce to 5
students the process of creating M&E awareness in an organisation
Theory of change Definition of TOC will be done, its importance in 5
interventions, how it is developed, used in design, and implementation
and M&E
Logical Framework Approach (LFA) Meaning of the LFA, how it is 10
developed, how it is used, and how it facilitates M&E
Logic models This topic will provide a distinction between LFA, logic 3
models, M&E plans, Frameworks. How logic models are developed
M&E plan Under this topic the meaning of an M&E plan will be given, 3
the structure of the plan, how to write the plan. Participants will be
required to practically develop an M&E plan
Participatory Monitoring and Evaluation (PME) PME is an approach that 3
facilitates the process of conducting M&E with the involvement of
implementers, beneficiaries and consultants. The meaning of PM&E will
given, the PM&E tools, the steps in PM&E, and how to prepare for it
Participatory Learning and Action (PLA) Specific tools for PLA will be 3
explained to enable participants acquire a variety of tools to use in
evaluations
Cost Effectiveness and Cost Benefit Analysis (CBA). The tow tools will 2
be conceptually defined, the importance given. Students will also
practically go through exercises to enable them know how to use them in
evaluations.
M&E systems As a key element in organisations, students will be 3
introduced to M&E systems, their role in organisations, the process of
developing the system, and how the system relates to the organisation
Stakeholder Analysis. This topic will define the concept of stakeholder 3
analysis, its role in evaluations, the different stakeholder in M&E, the
stakeholder matrix
Results Based Management (RBM) The focus will be on how to conduct 3
a result based M&E in orgainsations, the meaning of results based M&E,
the elements of the RBM&E
Critical Path Analysis (CPA). Focus will be defining its meaning, how it 2
is used in evaluations
Citizens report card the meaning of the CRC will be defined, its role in 3
Evaluation, how it is developed, where, when, who uses.
20
Outcome mapping students will be taken through the conceptual meaning 3
outcome mapping, its meaning, role in Evaluation, and how it differs
from tools
Total 60
Mode of Delivery
 Practical group work to allow for contextualized learning and results in practical outputs
for participants.
 Case studies
 Seminar presentations
 M&E concepts explained through real-project examples
 Lectures will be mixed with class exercises, small group discussions, and presentation.
 Additional reading material will be provided in the Library
Assessment
References and Reading materials

Carol H. Weiss, Evaluation Research: Methods of Assessing Programme Effectiveness, 1972,
Princeton Hall.
Dale R. 1998. Evaluation Frameworks for Development Programmes and Projects. Sage,
New Delhi, 150 p.
International Programme for Development Evaluation Training (IPDET) July 2003, Module
1 “Introduction to Development Evaluation” and Module 2 “Evaluation Models”.
Jain, S.P. and Polman, W. 2003 A handbook for trainers on participatory local development
[online]. 2nd ed. Bangkok, FAO Regional Office for Asia and the Pacific. Available from:
http://www.fao.org/docrep/007/ae536e/ae536e00.htm.
Kusek, J.Z., & Rist, R.C. 2004. Ten steps to a Results-Based Monitoring and Evaluation
System. A handbook for Development Practitioners. Washington, D.C.: World Bank.
Kusek, J.Z., and Rist, R.C. 2002. Building Results-Based Monitoring and Evaluation Systems:
Assessing Developing Countries Readiness. Zeitschrift für Evaluation, 1, 151-158.
OECD (DAC) 1991. Principles for Evaluation of Development Assistance. Paris, OECD,
DAC, 11 p.
OECD (DAC) 1998. Review of the DAC Principles for Evaluation of Development Assistance.
(chapter 1-3 : p. 1-39). Paris, OECD, DAC
OECD (DAC) 2002. Glossary of Key Terms in Evaluation and Results Based Management.
Paris, OECD (DAC).
OECD (DAC), 2006. Guidelines for Managing Joint Evaluations. Paris: OECD (DAC).
OECD 1992. Development Assistance Manual - DAC Principles for Effective Aid. Paris.
OECD DAC Evaluation Network) 2006. DAC Evaluation Quality Standards (for test phase
application). Paris, OECD, DAC Evaluation Network
21
OED 2002. Review of impact evaluation methodologies used by the Operations Evaluation
Department (OED) over the past 25 years. Washington D.C., OED (by Anju Gupta Kapoor).
Peter H. Rossi et al, Evaluation: A Systematic Approach, 6th Edition, Sage Publication, 1999.
Susan Adamchack et al, A Guide to Monitoring and Evaluating Adolescent Reproductive
Health Programmes, Focus on Young Adults, Tools Series 5, June 2000
The World Bank, Monitoring and Evaluation: Some Tools, Methods and Approaches, 2002.
World Bank (OED) 2004. Monitoring and Evaluation. Some tools, methods and approaches.
Washington, D.C: World Bank.
World Bank, Operations and Evaluation Department, Monitoring and Evaluation: Some
Tools, Methods and Approaches, 2002.
MME 4103 Conducting and Managing Impact assessment and Evaluation

Module Description
The module focuses on how to plan, manage and conduct impact evaluations especially in the
Ugandan and African contexts, respectively. The structure of the module follows the
chronological process of an evaluation, it comprises three main topics: “evaluation and planning
of methods”, “phases of evaluations” and “evaluation as a social process”.
Objective
The module aims to enable students to plan, manage and conduct evaluations. Students are
exposed to the tasks related to the several steps of conducting evaluations in order to fulfil their
future role as either evaluator or commissioner.
Learning Outcomes
By the end of the module students should be able to:
1. Recall the whole evaluation process and the related tasks;
2. Identify an intervention, which has to be evaluated;
3. Define the evaluation objectives and questions;
4. Draw up different written documents required in the evaluation process (in particular:
approach papers and concept notes, terms of reference, proposals, inception reports,
progress reports and final reports);
5. Judge the quality of these documents;
6. Plan human and financial resources and create a realistic time schedule to conduct an
evaluation;
Content
Lecture Hours
Overview of Evaluation and Impact Assessment The topic will remind 6
students about the meaning of evaluation, difference between normal
evaluation and impact evaluations, where to put emphasis in conducting
impact evaluations
Designing, Planning and Conducting impact assessment or evaluations 6
(Designs) the topic will prepare students to design, and conduct
22
evaluations. Evaluation designs will also be described including
descriptive, Experimental, Quasi experimental designs. Students will be
able to understand fundamental concepts of impact evaluations and will
be expected to develop an evaluation protocol and apply it to a
contemporary development programme
Introduction of duties and tasks of an evaluation. The roles and duties of 5
the different evaluation stakeholders will be identified and explained.
These include the commissioner, the supplier, the beneficiaries of the
intervention
Differentiating responsibilities of a commissioner and an evaluator. The 5
topic explain the role of a commissioner, evaluation manager, and the
evaluator. This will emphasise role in planning, designing, conducting,
data management, dissemination of findings
Introduction of quality in evaluation This will focus on the meaning 7
quality in evaluations, the different evaluation quality frameworks.
These will include, Michael Bamberger Michael Scriven, Michael
Patton, DAC evaluation criteria
Terms of Reference and evaluation proposals Under this topic the 6
meaning of TORs will provided, the structure, and the style of
developing the TORs. The same will be done for proposals, in terms of
meaning, structure and style of writing
Commissioning evaluation studies. The concept of commissioning 3
evaluations, the role of the client organisation, what will be done before
conducting an evaluation
Contracts between clients and service providers students will be taken 3
through the concept of contracts, structure of contracts, the key
considerations in developing contracts,
How to present and interpret findings and derive recommendations this 6
topic will enable students to appreciate the concept of data
interpretation, and to use data from other sources to derive meaning
Utilizing Evaluation findings, the topic will cover the different methods 8
through which findings can be disseminated to stakeholders these will
include management meetings, conferences, press conferences, releases,
Television, newspapers,
Complex Evaluations What are complex evaluations, politics, ethics, of 4
complex evaluations
Total 60
Mode of Delivery
The mode of instruction will include:
 Learning documents,
 Case studies
 Face-to-face component with lectures,
 Case studies and group work,
23
 Workshops,
 Additional reading material will be provided in the Library.
Assessment

Alkin, M.C. 2011, Evaluation Essentials. Fram A to Z. New York: The Guilford Press.
Bamberger M. (Independent Evaluation Group, WB) 2006, Conducting Quality Impact
Evaluations under Budget, Time and Data Constraints. Washington, D.C., World Bank, IEG,
Poverty Analysis, Monitoring and Impact Evaluation Thematic Group, PREM Network.
Bamberger M., J. Rugh, M. Church and L. Fort 2004, “Shoestring evaluation: Designing
Impact Evaluations under Budget, Time and Data Constraints”, American Journal of
Evaluation, vol. 25, No. 1, pp. 5-37
Bamberger, M./Rugh, J./Mabry, L. 2006, Real World Evaluation. Working under Budget,
Time, Data, and Political Constraints. Thousand Oaks: Sage.
Berk, R.A./Rossi, P.H. 1999, Thinking about program evaluation. 2. Aufl. Thousand Oaks,
Calif: Sage.
Boyle, R./Lemaire, D. (eds.) 1999, Building Effective Evaluation Capacity. Lessons from
Practice. New Brunswick, NJ: Transaction.
Mertens, D.M./Wilson, A.T. 2012, Program Evaluation. Theory and Practice. New York: The
Guilford Press.
Rossi, P.H., M.W. Lipsey and H.E. Freeman 2004, Evaluation: a systematic approach. 7th
Edition. California, Sage, 470 p
Shadish, W., T.D. Cook and D. Campbell 2002,. Experimental and quasi-experimental
designs for generalized causal inference. Boston: Houghton Miflin
Shaw, I./Greene, J./Mark, M. (ed.) 2006, The SAGE Handbook of Evaluation. Thousand
Oaks, CA: Sage.
Stockmann, R. (ed.) 2011, A Practitioner Handbook on Evaluation. Cheltenham: Edward
Elgar.
Stufflebeam, D.L./Madaus, G.F./Kellaghan, T. (eds.) 2002, Professional Standards and
Principles for Evaluations. Dordrecht: Kluwer Academic Publishers.
Weiss, C.H. (2000). “Theory-Based Evaluation: Theories of Change for Poverty Reduction
Programs”. In Feinstein, O., & Picciotto, R. (eds). Evaluation and Poverty Reduction (pp.
103-111). Washington, D.C.: World Bank.
Wholey, J.S./Hatry, H.P./Newcomer, K.E. (eds.) 2010, Handbook of Practical Program
Evaluation (Part I: Evaluation Planning and Design, pp. 1-237), Wiley & Sons: San
Francisco.
24
MME 4104 Monitoring and Evaluation for contemporary, multilateral and
public sector
Module Description
An effective state is essential to achieving sustainable socioeconomic development. With the
advent of globalization, there are growing pressures on governments and organizations around
the world to be more responsive to the demands of internal and external stakeholders for good
governance, accountability and transparency, greater development effectiveness, and delivery of
tangible results. Governments, parliaments, citizens, the private sector, nongovernmental
organizations (NGO’s), civil society, international organizations, and donors are among the
stakeholders interested in better performance. As demands for greater accountability and real
results have increased, there is an attendant need for enhanced result-based monitoring and
evaluation of policies, programs, and projects
Objective
The overarching module objective is to equip students with skills and knowledge in public sector
monitoring and evaluation systems and practices that focus on delivering outcomes, improving
public sector performance and enhance accountability and good governance. The module will
further explain to students the generic M&E frameworks developed and promoted bb multilateral
organizations (WB, UNDP, OECD/DAC
Learning Outcomes
By the end of this module students should be able to
 Appreciate monitoring and evaluation in the public sector;
 Realize the value of the context of monitoring and evaluation in the public sector;
 Internalize the policy framework for monitoring and evaluation in MDAs in Uganda
government;
 Apply the various approaches and techniques for monitoring and evaluation;
 Put in practice the steps to establishing an outcome-based monitoring and evaluation
system;
 Analyze the link between reporting and monitoring and evaluation;
 Recognize the need for institutionalizing monitoring and evaluation systems and
practices in the public sector.
Content
Lecture Hours
Overview of Public Sector Management Focus will be on the meaning 6
of public sector evaluation, rationale of M&E in public sector, students
will able to distinguish between public sector M&E and other
evaluations
M&E in Ugandan Public Sector the structure of M&E in the policy 6
framework, the constitution, the M&E policy, the institutional
framework for M&E,
Monitoring and Evaluation of national and sector policies Who does 6
25
M&E in of policies, roles & responsibilities of stakeholders
Public Expenditure Framework focus will be on the principles of sound 6
public spending, accountability requirements, how M&E improves
pubilc expenditure
Differences between Public Sector and Private Sector Monitoring and 6
Evaluation This topic will enable the students to appreciate the roles
roles performed by stakeholders for public sector M&E private sector
Tracking results in a decentralised government system. Students will be 6
introduced to the policy of decentralization, how local governments
work, the polsition of M&E in LGs, and how results are tracked
Developing and integrating output-oriented budgeting and results- 8
oriented management in Public Sector Programs. The output oriented
budgeting tool will be introduced and related to the results oriented
budgeting approach, Good practices in Budgeting, Planning, Monitoring
and Reporting
Citizen based monitoring and Evaluation Students will be taken through 4
this concept in terms of meaning, how it is done, and the benefits
World Bank’s 10-steps to building M&E systems students will be able 4
to know how to design and construct a results-based M&E system in the
public sector
Comparative International M&E Institutionalising Experiences 4
Multilateral organisations M&E (WB, UNICEF, UNFPA, ADB) 2
Students will be acquainted with frameworks developed and promoted
by multilateral organisations.
Total 60
Mode of Delivery
 learning documents,
 case studies
 face-to-face component with lectures,
 case studies and group work,
 Workshops,
Assessment
26
African Development Bank and World Bank. 1998, Evaluation Capacity Development in
Africa. Washington, D.C.: The World Bank.
Bamberger, Michael, Keith Mackay and Elaine Ooi. 2004, Influential Evaluations:
Evaluations that Improved Performance and Impacts of Development Programs. Washington,
D.C.: Operations Evaluation Department, The World Bank.
Beck, Thorsten, Asli Demirguc-Kunt and Ross Levine. 2002, Law and Finance: Why Does
Legal Origin Matter? NBER working paper no. 9379. Cambridge: National Bureau of
Economic Research.
Bedi, Tara, Aline Coudouel, Marcus Cox, Markus Goldstein and Nigel Thornton. 2006
Beyond the Numbers: Understanding the Institutions for Monitoring Poverty Reduction
Strategies. Washington, D.C.: The World Bank, forthcoming.
Booth, David and Henry Lucas. 2001a, Desk Study of Good Practice in the Development of
PRSP Indicators and Monitoring Systems: Initial Review of PRSP Documentation. London:
Overseas Development Institute.
Evaluation Capacity Development (ECD) and the Poverty Reduction Strategy Initiative:
Emerging Opportunities. Proceedings of the AfrEA 2002 Conference. Nairobi: African
Evaluation Association.
Government of Uganda. 2004, Poverty Eradication Action Plan 2004/5 – 2007/8. Kampala:
Ministry of Finance, Planning and Economic Development, Government of Uganda.
Guzman, Marcela 2003, Systems of Management Control and Results-Based Budgeting: The
Chilean Experience. Santiago: Ministry of Finance, Government of Chile.
Hauge, Arild 2003, The Development of Monitoring and Evaluation Capacities to Improve
Government Performance in Uganda. Operations Evaluation Department ECD working
paper no. 10. Washington, D.C.: Operations Evaluation Department, The World Bank
Levy, Brian and Sahr Kpundeh. 2004, Building State Capacity in Africa: New Approaches,
Emerging Lessons. Washington, D.C.: The World Bank.
Mackay, Keith, ed 1998, Public Sector Performance ― the Critical Role of Evaluation.
Washington, D.C.: Operations Evaluation Department, The World Bank.
NIMES: National Integrated Monitoring and Evaluation Strategy. Kampala: Office of the
Prime Minister, Government of Uganda. 2005
Roberts, John. 2003, Managing Public Expenditure for Development Results and Poverty
Reduction. ODI working paper no. 203. London: Overseas Development Institute.
Schiavo-Campo, Salvatore. 2005, Building Country Capacity for Monitoring and Evaluation
in the Public Sector: Selected Lessons of International Experience. Operations Evaluation
Department ECD working paper no. 13. Washington, D.C.: Operations Evaluation
Department, The World Bank.
Ssentongo, Peter 2004, The National Integrated Monitoring and Evaluation Strategy.
Unpublished paper presented at the 2004 conference of the African Evaluation Association.
MME 4105 M&E for Agriculture and Sustainable Rural Development

Module description
The module provides a contextual setting of specific M&E concepts in agricultural and rural
development projects.
Objective
27
The module aims at ensuring that students have a field experience of M&E in agriculture
research for sustainable development.
Learning Outcomes
At the end of the module, participants will be able to:
 Explore development theories and perspectives
 Understand sustainable development approaches and principles
 Appreciate and integrate environment management issues in development plans
 Compare and contrast various poverty approaches and trends: PRSPs, HIPIC, Vision
2040,
 Understand applications of gender and gender mainstreaming in development
 Determine and derive policy plan and policy strategies for particular context
 Design food security projects and its M&E strategy
 Conduct M&E in the field of Agriculture
 Recognize the need for Agriculture Research for Development
 Define indicators in the context of M&E for Development
 Develop tools for M&E of agriculture programs
 Assess effectiveness of stakeholder involvement
Content
Lecture Hours
Development Theories This will enable students to internalize key 4
development theories,
Nature and Scope of Sustainable Development Meaning of SD, 4
principles, and pillars
Perspectives and Trends in poverty students will be introduced to 6
poverty trends in Africa and development interventions should be
monitored and evaluated for poverty alleviation
Agriculture for Development students will be equipped with a clear 6
linkage between agriculture and rural development
Food security and Poverty Analysis Students will be exposed to the 4
existing food security and nutrition policies, and practices as related to
peoples livelihoods
Participatory M&E concepts for food security Students will be 8
equipped with techniques of using participatory methods to analyse and
enhance food security
Stakeholder analysis The concept of stakeholder analysis will be 4
explained and related to M&E and agriculture development
Baselines and collecting data The importance of using baseline data in 4
enhancing M&E in agriculture and other fields
Understanding agricultural indicators setting targets Students will be 8
equipped with techniques of identifying agricultural focused indicators
Monitoring upstream and down stream trends Students will be provided 4
28
with techniques of how identify stream focused indicators
Value chain analysis and M&E The topic will focus on explaining the 6
agricultural value chain relating to M&E
Total 60
Mode of Delivery
 learning documents,
 case studies
 face-to-face component with lectures,
 case studies and group work,
 Workshops,
Assessment
References
Atkinson, A. 2000, Promoting Sustainable Human Development in Cities of the South: A
Southeast Asian Perspective. Geneva: United Nations Research Institute for Social
Development.
Barbier, E. 1987, The concept of sustainable economic development. Environmental
Conservation 14(2).
Barrow, C.J. 1995, Sustainable development: Concept, value and practice. Third World
Planning Review 17(4): 369–386.
Brown, B.J. et al. 1988, Global sustainability: Towards measurement. Environmental
Management 12(2).
Carabine, D. and O’Reilly, M. Eds 1998, The Challenge of Eradicating Poverty in the World:
An African Perspective, Martyrs University Press, Nkozi
Chambers Robert,1996, Whose Reality Counts? Putting the Last First
Constanza, R., H.E. Daly, and J.A. Bartholomew 1991, Goals, agenda and policy
recommendations for ecological economics. In R. Constanza (ed.), Ecological Economics:
The Science and Management of Sustainability. Washington, D.C.: Island Press.
Corson, W.H. 1994, Changing course: An outline of strategies for a sustainable future.
Futures 26(2): 206–223
GOU. 2007/2008, 2008/2009, 2009/2010, Background to the Budgets
GOU 2008, Poverty Alleviation Action Plan
GOU 2010 National Development Plan
Holmen, H. 2001, The unsustainability of development. International Journal of Economic
Development 3 (1).
International Union for the Conservation of Nature (1980). World Conservation Strategy:
Living Resources Conservation for Sustainable Development. Gland, Switzerland: IUCN.
29
Jacobs, M. 1994, The limit to neoclassicism: Towards an Institutional Environmental
Economics. In M. Redclift and T. Benton (eds.), Social Theory and the Global Environment.
London: Routledge.
Kadekodi, G.K. 1992,. Paradigms of sustainable development. Development 3: 72–76.
Langhelle, O. 1999, Sustainable development: recovering the essence and ethics of Our
Common Future. International Political Science Review 20(2).
UNDP. 1998, Human Development Reports, UNDP, New York
UNDP.1998, UNDP Poverty Report: Overcoming Human Poverty, UNDP, New York
World Bank, Development Reports
MME 4106 Ethics in monitoring and evaluation

Module Description
There is a consensus among scholars, professionals and practitioners that “ethics matter”.
However, the biggest challenge throughout the universe today emanate from “failure to abide by
norms”. This module illustrates the inherent challenges and often conflicting responsibilities that
accompany monitoring and evaluation (M&E) work. Recognizing that there are no standard, or
even easy, answers to ethical challenges that arise, M&E and Ethics provides a framework for
resolving these challenges by recognizing our responsibilities, highlighting ethical principles,
and reflecting on and addressing ethical concerns with stakeholders during the planning phase.
On a general level, the domain of ethics deals with moral duty and obligation, involving actions
that are subject to being judged as good or bad, right or wrong
Objective
This module provides participants with the general and specific ethical issues in project
management, monitoring and evaluation.
Learning Outcomes
By the end of this module students should be able to;
 Apply the fundamental principles of ethics in the development, review, and conduct of
M&E involving human participants.
 Review and discuss the main national and international guidelines and regulations that
guide the development and review of evaluation studies.
Content
Lecture Hours
The politics of evaluation: issues and debates students will be in 10
position to conduct evaluations putting into consideration the
needs of the different stakeholders, commissioners, evaluators,
respondents, users. Since evaluation cannot be divorced from its
political context, the political dimension must be understood in
order to conduct effective evaluations
The ethics of Monitoring and evaluation studies this topic will 10
30
enable students appreciate the inherent challenges and often
conflicting responsibilities that accompany monitoring and
evaluation (M&E) work.
Ethical codes of conduct for Monitoring and evaluation 10
practitioners the topic will introduce students to various
evaluation codes from established associations like American
Evaluation Association, South African Association
Monitoring and Evaluation ethics case studies Case will be 20
developed by experienced evaluation practitioners and they will
interact will students. At the end students will get the opportunity
to discuss cases that reflect practical challenges
Evaluation ethical standards Students will be able to conduct 10
ethical evaluations, which meet the needs of the commissioning
organisations
Total 60
Mode of Delivery
 Lectures
 Case Studies
 Group Discussions
 Seminar Presentations
Assessment
References
American Evaluation Association. 2004. Guiding Principles for Evaluators (rev.). Available
at www.eval.org/Publications/Guiding Principles.asp; accessed on 14 June 2015.
Jackson, G. “Evaluation Ethics Considerations.” Available at:
www.gwu.edu/~gjackson/281_EthicsConsid.PDF; acessed on 10 June 2014.
Joint Committee on Standards for Educational Evaluation. 1994. The Program Evaluation
Standards: How To Assess Evaluations of Educational Programs (2nd ed.). Thousand Oaks,
CA: Sage.
Mathison, S., ed. 2005. Encyclopedia of Evaluation. Thousand Oaks, California: Sage.
Morris, M. 2008. Evaluation Ethics for Best Practice: Cases and Commentaries. New York:
Guilford Press.
Pedroni, J., and K. Pimple. 2001. “A Brief Introduction to Informed Consent in Research
with Human Subjects.” Available at: poynter.indiana.edu/sas/res/ic.pdf.
31
MME 4107 Key Communication Skills in Monitoring and Evaluation
Module Description
As communication, in all its forms, is a major tool of M&E, the module puts emphasis on
different communication steps during M&E processes. This module imparts personal,
methodological, social and specialist competencies, i.e. professional communicative abilities
which are indispensable for practical work as an evaluator. This includes elementary
communicative abilities such as communication and facilitation, the conducting of negotiations,
presentation and reporting, as well as mediation in the sense of coping with conflicts.
Objective
This module aims at enabling evaluation practitioners communicate effectively, appropriately
and clearly in all situations. It also enable them learn to understand how to communicate, how
others communicate and adjust to meet their needs.
Learning Outcomes
The student should be able to:
 Identify basic communication principles in M&E.
 Apply a communication process model in M&E.
 Determine outcomes and results.
 Initiate communications.
 Avoid communication breakdowns.
 Translate across communication styles.
 Listen for improved understanding.
 Give constructive feedback and cope with received feedback
 Identify challenges and conflicts in evaluation and use mediation strategies to cope with
them;
 Take the cultural, ethnical and racial context as well as gender aspects into account by
planning and analysing communication situations.
Content
 Purposes of communication 15 Hours
o Theoretical basics of communication
o Communication models and basic rules
o Key questions and typical situations for communication in evaluation
o Implications of evaluation standards and principles for communication
 Ways to communicate 15 Hours
o Types of communication
o Effective communication
o Presentation and visualization
o Facilitation
 Planning for communication and reporting in M&E 15 Hours
o Communication strategies
o Stakeholder management
32
o Reporting and feedback
 Challenges and conflict management in M&E: 15 Hours

o Negotiation
o Theory of Conflicts
o Mediation
o Misuse of communication in evaluation
Mode of Delivery
 Learning documents,
 Face-to-face component with lectures,
 Case studies and group work.
Assessment

Barker, A. 2010, Improve Your Communication Skills. London: Kogan Page.
Blake, G./Bly, R.W. 2000, The Elements of Technical Writing. London: Longman.
Doherthy, N./Guyler, M. 2008, The Essential Guide to Workplace Mediation and Conflict
Resolution: Rebuilding Working Relationships. London: Kogan Page.
Fisher, R. 1996, Beyond Machiavelli. Tools for Coping with Conflict. London: Penguin.
Fisher, R./Ury, W./ Patton, B. 2011, Getting to Yes. Massachusetts: Houghton Mifflin & Co.
Jackson, J. 2012, The Routledge Handbook of Language and Intercultural Communication.
London: Routledge.
King, J.A./Ehlert, J.C. 2008, What we learned from three evaluations that involved
stakeholders. In: Studies in Educational Evaluation 34 2008, p. 194–200
Management Systems International –
MSI 2006, Constructing an Evaluation Report. MSI under contract to United States Agency
for International Development. Washington DC.
Martin, J.N./Nakayama, T.K. (eds.) 2012, Intercultural Communication in Contexts. New
York: MCGraw-Hill.
Nicol, A./Pexman, P. 2003, Displaying your Findings: A Practical Guide for Creating
Figures, Posters, and Presentations. Washington, DC: American Psychological Association.
Pearsall, T.E. 2001, The Elements of Technical Writing. Boston: Allyn and Bacon.
Rochow, G. 2005, The Key Role of Communication Theory in Reporting Evaluation Findings
in Multi-Institutional International Evaluations. Joint Canadian Evaluation Society / AEA
Evaluation Conference, Toronto, Ontario, Canada.
Sanjay,K./Pushb, L. 2011, Communication Skills. New Delhi: Oxford University Press India.
Stetson. V. 2008, Communicating and Reporting on an Evaluation. Guidelines and Tools.
Baltimore, MD & Washington, DC: Catholic Relief Services & American Red Cross.
33
Stone D. et al. 2010, Difficult Conversations. How to Discuss What Matters Most. London:
Penguin.
Torres, R./Preskill, H./Pointek, M.E. 2005, Evaluations Strategies for Communicating and
Reporting. Enhancing Learning in Organizations. Thousand Oaks, London, New Delhi:
SAGE Publications.
MME 4108 Research methods for Monitoring and evaluation

Module Description
This module introduces students to a number of research methods useful for academic and
professional investigations of information practices, texts and technologies. By examining the
applications, strengths and major criticisms of methodologies drawn from both the qualitative
and quantitative traditions, this module permits an understanding of the various decisions and
steps involved in crafting (and executing) a research methodology, as well as a critically
informed assessment of published research.
Objective
The module offers an overview of the different approaches, considerations and challenges
involved in social research in addition to reviewing core human research methods such as
interviews, ethnographies, surveys and experiments.
Learning Outcomes
 Develop M&E research proposals and conduct research
 Write technical reports
 Understand research methods in M&E systems and be able to utilize the developed
research techniques for M&E
 Develop research and problem-solving skills required for M&E
 Appreciate the process of data collection and management in order to answer research
questions, and interpretation of results in both technical and non-technical terms
 Apply suitable research methods for both quantitative and qualitative research.
 Develop skills required during the write-up phase of student’s final projects/thesis
 Classify and evaluate the strengths and weaknesses of the research methods
34
Content
Lecture
Hours
Contemporary issues and debates in research the topic will define research,
its characteristics, types and benefits
Theories/paradigms of research Students will be introduced to the research 3
paradigms which underpin research. These include positivism,
interpretivism,
Research process Students will be in position describe the process of doing 2
research
Research Problem Students will be able to identify, analyse and state a 3
research problem
Research Variables and Hypotheses Students will be able identify the 3
different research variables and use them in conducting research
Formulation of Research Objectives and Questions. Being the driving force 3
behind research students will be able to construct appropriate objectives
that are smart
Ethics of research by the end students will be in position to conduct ethical 3
research that is acceptable
Reviewing literature and the critical analysis of existing research Describe 3
the meaning of literature review, Establish the relevance of literature
review in research, Know how to review literature and how to cite it, Know
the sources of literature review
Developing a research question/hypothesis 2
Research Design Define research designs, Explain the different types of 3
designs, Discuss the advantages and disadvantages of designs, How to
select a design, Pitfalls in selecting a design
Role and function of the pilot study 3
Developing a research proposal students will be able to develop research 4
proposals according to the University research guide
Study Population and sampling This topic will enable students to increase 3
their understanding of the study population, sampling techniques
Methods of data collection. The topic will enable students to know the 4
difference between primary and secondary data and their sources, Know
the advantages and disadvantages of each method
Fundamentals of frequently used statistical tests Students will be able to 6
explore techniques of analysing data
Presentation, and interpretation of data students will cover techniques and 9
methods of data presentation to present research and evaluation findings
Report Writing, Presentation, Dissemination of study Findings, and 6
publication of research. The topic will enable students to use effective
methods to disseminate research findings
Total 60
35
Mode of Delivery
 Lectures will be mixed with class exercises, small group discussions, and presentation
 Lectures/problem solving
 Guest Lecturers
 Field work
 Case studies
Assessment

Berenson M.L:/Levine D.M./Krehbiel, T.C. 2012, Basic Business Statistics. Concepts and
Applications. 12th edition. New York: Pearson.
Bernard, H.R./Ryan G.W. 2010, Analyzing Qualitative Data. Systematic Approaches.
Thousand Oaks, CA: Sage. Cambridge: mit Press, 331 pp.
Cresswell, J.W (1994). Research Designs: Qualitative & Quantitative Approaches. London,
Sage Publications.
Denzin, N.K./Lincoln, Y.S. (eds) 2008, The SAGE Handbook of Qualitative Research.
Thousand Oaks, CA: SAGE Publications.
Glaser, B./Strauss, A.L. 1967, The Discovery of Grounded Theory. Strategies for Qualitative
Research.
Guttentag, M./Struening, E.L. (Eds.) 1975, Handbook of Evaluation Research, Volumes 1 &
2. Beverly Hills, CA: Sage Publications.
Horváth, A./Telek, M. 2006, Formal methods and stochastic models for performance
evaluation. Third European Performance Engineering Workshop, EPEW 2006, Budapest,
Hungary, June 21-22, 2006, proceedings. Berlin, New York: Springer.
Johnson, R.A./ Bhattacheryya, G.K. 2011, Statistics. Principles and Methods. 6. Ed. Hoboken,
NJ: Wiley.
Kothari, C.R. 2004,. Research methodology: Methods & Techniques (2nd revised ed. New
Delhi: New Age International (P) Ltd Publishers
Litwin, M.S. 2003, How to Assess and Interpret Survey Psychometrics, 2nd edition, The
Survey Kit, Volume 8. Thousand Oaks: Sage Publications, Inc.
Patton, M.Q. 1987, How to use qualitative methods in evaluation (2 th edition). Newbury Park,
CA: Sage Publications.
Sarantakos, S. 1998, Social Research, Macmillan, London.
Sekaran, U. 2003, Research Methods or Business Skills Building Approach, John Wiley, New
York.
Shaw, I. 2011, Evaluating in Practice. Second edition. Aldershot: Ashgate Publications.
Shaw, I.F. 1999, Qualitative Evaluation. Thousand Oaks/London/New Dehli: Sage
Publications.
Strauss, A.L./Corbin, J. 1990, Basics of Qualitative Research: Grounded theory procedures
and techniques.
36
Vogt, W.P./Johnson, R.B. 2011, Dictionary of Statistics & Methodology. A Nontechnical
Guide for Social Sciences. Tousand Oaks: SAGE Publications.
MME 4109 Management information system for M&E

Module Description
The module will help students understand the use of some ICT in M&E. The aim is to improve
analysis and the communication of M&E results. The module will require students to understand
the use of ICT including some programming.
Objective
The module aims at using information communication tools in improving the monitoring and
evaluation process for effective decision-making.
Learning Outcomes
 Use data base technology in M&E
 Appreciate the use of automation in M&E
 Design real time automated M&E Systems
Content
Lecture Hours
Introduction of the ICT based M&E the topic covers the 10
conceptual framework that takes into account not only a variety of
broad development concerns, but also the many context sensitive
issues related to ICT4M&E.
Introduction to Databases will cover Databases and Database 10
Systems, The Architecture of Database Systems, A Historical
Perspective of Database Systems
Introduction to ICT software for M&E Students will coner some 10
of the key soft ware programmes for M&E Excel, SPSS, STATA
EPDATA
Advanced ICT tools for M&E will introduce particpants to tools 10
and techniques to measure and report project/programme
outcomes to stakeholders, including donors, funders, supervisors
and the general public using innovative ICT based tools
Identifying ICT based output, outcome, and impact indicators 10
students will be equipped with skills to identify the different
categories of indicators focusing of the ICT
GIS for M&E, the topic teaches what a GIS is and what you can 4
do with it. Working with various components of the ArcGIS
platform, students will create GIS maps, explore and analyze the
data behind the maps, and learn easy methods to share maps and
37
analysis results. By the end of the session, participants will have a
solid understanding of how GIS maps and ArcGIS tools are used
to visualize real-world features, discover patterns, obtain
information, and communicate that information to others
ICT for decision making in M&E 6
60
Mode of Delivery
 Seminars
 Workshops
 Modules in a course
 Case studies
 Attachments
Assessment

Alter Steven, 1999, Information Systems; A Management Perspective, Addison-Wesley Inc.
Nic, USA
Bocij, P. 2003, Business Information Systems: Technology, Development and Management,
Pitman, London
James A. O’ Brien, 1999, Management Information Systems; Managing Information
technology in the Internet worked enterprise, 4th Edition, Irwin McGraw Hill Co, Boston
U.S.A.
Laudon, K. C., Laudon, J.P., Management Information Systems – Managing the Digital Firm,
13th Ed., Pearson Publisher
Laudon, K.C. and Laudon, J.A. 2002, Management Information Systems: managing the
digital firm, Prentice-Hall,
Pearl Son, E.K. 2001, Managing and using Information Systems. A Strategic Approach, John
Witey and Sons Inc. USA.
Wilson, A.D. 2002, Managing Information Technology for Business Processes. 3rd Edition,
Butter Worth Heinemann, UK.
MME 4110 Quantitative Methods for Monitoring and Evaluation

Module Description
The module will cover fundamental concepts in statistics and therefore expects students taking
this course to demonstrate an understanding of the terminology and underlying assumptions of
statistical methods such as: the theory of modern regression analysis, statistical techniques and
statistical computing packages and be able to apply and analyze correctly models that are applied
in monitoring and evaluation programs. Students will also be expected to be conversant with the
38
use of statistical software, and assumes basic knowledge of statistics by students. This will be a
compulsory module for MSc students.
Learning and outcomes
Upon successful completion of this module, students will be able to:
 Use and apply knowledge of statistical methods and software in M&E
 Summarize, describe, generate/ analyze, present and interpret M&E data
 Relate M&E data and parameters statistics
 Design of data management protocol tools
 Create, read, and interpret graphs, charts, histograms, etc
 Recognize the significance of statistics and probability in the real world
 Organize and synthesize information and apply it in M&E
Content
 Introduction 6 hours
o What are statistics and how are they useful?
o Scientific inquiry
o Levels of measurement
 Descriptive Statistics: 4 hours
o Using descriptive statistics
o Measures of central tendency
o Measures of dispersion
 Accessing Data, Using Datasets 6 hours
o Gathering, interpreting and presenting trend data
o Understanding the GOU Census
o The strengths and limitations of survey data
 The Normal Curve 4 hours
o Standard (z) scores
o Using the normal curve to estimate probabilities
o Extrapolation and forecasting
 Introduction to Inferential Statistics: 4 hours
o How are samples selected?
o Simple random sampling and other sample techniques
o Sampling distribution, sample, population
o Estimation and confidence intervals
 Hypothesis Testing I: Making decisions about a population using one sample
estimate 4 hours
o Null and research hypothesis
o Decision rules and the critical region
o Test of significance
 Hypothesis Testing II: Two sample means 4 hours
o Testing difference between two samples
o Difference of means
39
o Difference of proportion
 Hypothesis Testing: Chi Square – Testing relationships between two or more
variables 8 hours
o Contingency tables - bivariate relationships
o he chi-square distribution and statistic
o Sample size considerations
 Bivariate Measures of Association: 8 hours
Introduction
o Measuring the strength of the association
o Bivariate tables for nominal variables
o Measuring the direction of the relationship
 Bivariate Regression & Correlation 6 hours
o The regression line and linear relationships
o Coefficient of correlation (r)
o Coefficient of determination (R2)
o Explained and unexplained variation
o Test of significance for r
 Correlation and Multiple Regression: 6 hours
o Correlation, prediction and causation
o Assumptions and limitations
Mode of Delivery
 Laboratory assignments and problem solving
 Practical sessions (Statistical software)
Assessment

Operations Research: An Introduction; Taha, Hamdy A., 6th Ed. Pearson Education Asia Pte
Ltd., Singapore, 2001
Quantitative Analysis for Management; Render, Barry and Ralph M. Stair Jr., 7th Ed.,
Prentice Hall, New Jersey, 2000
Quantitative Methods for Business: Anderson, David R., Sweeney, Dennis J, and Williams,
Thomas A., 9th Ed., South Western College Publishing, Cincinnati, Ohio, 2003
R. Lyman Ott and Michael Longnecker. Brooks/Cole, 2010. An Introduction to Statistical
Methods and Data Analysis (6th edition),
Salkind, Neil. 2004. Statistics for People Who (Think They) Hate Statistics, 2nd Edition.
Thousand Oaks, CA: Sage. (ISBN 0-7619-2776-X)
Sciences: A Conceptual Approach. Prentice Hall Publishers
Walsh, Anthony and Jane Ollenburger. 2000, Essential Statistics for the Social and
Behavioral
40
MME 4111 Fundamentals of M&E for Development Seminar
Module Description
The module will be a seminar series that will ensure that specific theories designed for M&E for
development activities that can influence policies and development practices at national level
among various sectors are well understood. The module provides knowledge and skills in
development theories and practices of the monitoring and evaluation designed for development
intervention programs
Objective
The module will aim to demonstrate the evolution of different comprehensive M&E approaches
that could help in decision-making among various actors.
Learning Outcomes
Upon successful completion of this module, students will be able to:
 Explain development theories/ relevance of M&E
 Explain M&E theories and how they affect development outcomes/change
 Apply specific theories in designing various M&E for development activities and tools
 Make use of the evolutionary theories and Knowledge base for M&E
Content
Lecture
hours
Development concepts and planning students will be able to get a grasp of 6
the commonly used terms and concepts in the development arena
Utilization-focused evaluation theory (Patton) The topic will equip 8
students with skills to plan and conduct evaluations in ways that enhance
the likely utilization of both the findings and of the process itself to inform
decisions and improve performance.
Responsive evaluation (Stake) This topic will equip students with skills to 8
conduct evaluations oriented more to the uniqueness and the social
plurality of the interventions.
Realistic evaluation (Pawson and Tilley) By the end of this module 8
students will be equipped with skills and knowledge in conducting
evaluations that address the complexity of social programmes.
Scientific emergent evaluation (Donaldson) 4
Participatory and empowerment theories (House, Fetterman, King) 6
Developmental evaluation (Patton) This will enable students to conduct 6
evaluations that support the process of innovation within an organization
41
and in its activities.
Real world Evaluation (Bamberger) Students will be equipped with skills 6
to design evaluations under Budget, Time, Data and Political Constraints
Value for money students will be equipped with knowledge and skills in 2
conducting value for money evaluation using established frameworks
Current Challenges in Development Evaluation Through lecture and 4
discussions students will explore the challenges affecting evaluations in
Africa today and how to address them
Total 60
Mode of Delivery
 Class seminars
 Small group discussions, and presentation
 Guest speakers
 Internet/web search
Assessment
References
Alkin, M.C. and S. Taut. 2002. Unbundling evaluation use. Studies in Educational Evaluation,
29(1): 1-12.
Bamberger, M.J./Rugh, J./Mabry, L.S. 2011, Real World Evaluation: Working Under Budget,
Time, Data, and Political Constraints, Thousand Oaks et al: Sage (2nd edition)
Broughton, B./Hampshire, J. 1997, Bridging the Gap: A Guide to Monitoring and Evaluating
Development Projects. Canberra: Australian Council for Overseas Aid.
Canadian International Development Agency. 2000, RBM Handbook on Developing Results
Chains. Results-Based Management Division
Creswell, J.W. 2003, Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches (2nd Edition), Thousand Oaks et al: Sage.
Creswell, J.W./Plano Clark, V.L. 2011, Designing and Conducting Mixed Methods Research,
Thousand Oaks et al: Sage.
Funnel, S.C./ Rogers, P.J. 2011, Purposeful Program Theory. Effective Use of Theories of
Change and Logic Models. San Francisco: Jossey-Bass.
Germann, D./Gohl, E./Schwarz, B. 1996, Participative Impact Monitoring. Stuttgart: Fakt.
Gertler, P. 2011, Impact evaluation in practice. Washington, D.C: World Bank.
42
Hogger, R. u.a. 1997, Monitoring – keeping in touch with reality. Berne: Swiss Agency for
Development and Cooperation.
IFAD. 2000, M&E Guide http://www.ifad.org/evaluation/guide/index.htm
Jones, N. 2009, Improving impact evaluation production and use. London: Overseas
Development Institute.
Margoluis, R/Salafsky, N. 1998, Measures of Success: Designing, Managing and Monitoring
Conservation and Development Projects. Washington DC: Island Press.
Meyer, W. 2011, Evaluationdesigns. In: Stockmann, R. (ed.), A Practitioner Handbook on
Evaluation. Cheltenham: Edward Elgar pp. 135-157.
Oakley, P./Pratt, B./Clayton, A. 1998, Outcomes and Impact: Evaluating Change in Social
Development. Oxford: INTRAAC
Royse, D./Thyer, B.A/Padgett, D.K. 2010, Program Evaluation: An Introduction, Wadsworth
Cengage Learning: Belmont (5th edition).
Wholey, J.S./Hatry, H.P./Newcomer, K.E. (eds., 2010, Handbook of Practical Program
Evaluation (Part I: Evaluation Planning and Design, pp. 1-237), Wiley & Sons: San
Francisco.
43
7.2 Elective Modules
An elective module is one chosen by a student from a number of optional subjects or modules in
a curriculum, as opposed to a required course which the student must take. While required
modules (sometimes called "core modules" or "general education modules") are deemed
essential for an academic degree, elective modules tend to be more specialized. Elective modules
usually have fewer students than the basic and core modules.
MME 4212 Consultancy skills, internship and practicum

Module Description
This module is designed to give an overview the consulting profession with a subsequent
emphasis on consulting in the discipline of M&E. Effort will be placed on developing
proficiencies in a range of skills required to practice consulting. The module is relevant to those
who are specifically interested in consulting careers in M&E.
Objective
The overall objective of this module is to provide students with an overview of the world’s
general management consulting and to help them develop a basic understanding of that world
and the skills and knowledge to be successful in it.
Learning Outcomes
Upon successful completion of this course, students will be able to:
 Prepare bids and successfully get consultancy assignments in M&E
 Define key factors and issues relevant to a consulting engagement and examine their
inter-relationships and ably massage them conceptually.
 Present analyses of issues and organizational problems in a concise, accurate, clear and
interesting manner from the perspective of a consultant.
 Match their individual strengths, weaknesses, likes, dislikes, personality and goals with
consulting opportunities, demands and behaviors so as to help them enhance placement
and career opportunities in management consulting
Content
Lecture Hours
Nature and type of Management consultancies students will know the key 6
concepts in consultancy, characteristics, roles of consultants and the
consultancy process
Drawing terms of reference by the end students will be able to develop, and 4
interpret terms of reference for a consultancy assignment
Preparing Consultancy proposals will cover the meaning structure and style 6
of constructing winning technical proposals
Negotiating contracts students will be able to successfully negotiate for 2
consultancy assignments on evaluation
Writing inception reports students will be able to develop acceptable 4
44
inception reports for evaluation assignments
Consultant-Client relationships focus will be on exploring how 4
commissioners relate with evaluators during an evaluation. Students will be
able to successfully work with stakeholders in conducting evaluations
Marketing and Selling of Consulting Services the techniques, principles and 5
the process of how evaluators can market themselves
Drafting expression of interests students will be able to construct powerful 4
expressions of interest for prequalification bringing out their competencies
Writing and presenting reports and selling recommendations focus will be 4
enabling students learn how to prepare for report writing, structure of the
report and the style of writing
International and Domestic bidding procedures students will be able to bid 4
for both national and international evaluation assignments
Total 45
Mode of Delivery
 Lectures, Exercises and Class discussions
 Cases analyses
 Workshops
 Consulting field project and presentation by student teams
 Guest lectures by practicing consultants
Assessment

References
Barbara Winter, Making a Living Without a Job: Winning Ways to Create Work That You
Love, 1993
Block, Peter. Flawless Consulting, 2nd edition. University Associates, La Jolla.
Elaine Beich, The Consultant’s Quick Start Guide: An Action Plan for Your First Year in
Business, 2001
Greiner, Larry E. and Poulfelt, Flemming. The Contemporary Consultant – Insights from
Experts. Thomson South-Western Publishing. 2004.
Greiner, Larry E., Olson, Thomas H. and Poulfelt, Flemming. The Contemporary Consultant
– Casebook. Thomson South-Western Publishing, 2004
45
Handbook of Management Consulting: The Contemporary Consultant, Insights from World
Experts [Hardcover] by Larry E. Greiner, Flemming Poulfelt
Marc Baaij Erasmus, An Introduction to Management Consultancy 2014 University
Rotterdam Sage Publications Ltd
Peter Block, Flawless Consulting: A Guide to Getting Your Expertise Used, 1999
MME 4213 Monitoring and Evaluating Health Interventions

Module Description
This module explores a critical yet under-valued component of successful health programmes;
the improvement and institutionalization of the collection of health related data and the analysis
of programme planning and performance. Using case studies, you will learn how to develop a
logical framework for health programme planning including; implementation, monitoring and
evaluation, the process of setting indicators and standards, and interpreting and using results
from the process of monitoring and evaluation.
Objective
The aim of the module is to impart to the students’ knowledge and skills needed in managing,
monitoring and evaluating health care interventions.
Learning Outcomes
Specifically, at the end of the module the students shall be able to
• Demonstrate knowledge and skills necessary for monitoring and evaluation of projects in
health care
• Design monitoring system
• Conduct routine monitoring of health care interventions
• Design evaluation plan for a project
• Conduct evaluation for various health related interventions
Content
Content Lecture Hours
Overview of Uganda’ health management system The topic will 6
equip students a detailed structure, and framework of the countries
health system
Health management information system (HMIS) the process of 6
planning data capture, collection tools, analysis, and utilization
Goals of evaluation and types of evaluation questions in Public 6
Health. Particular evaluation questions for health will be discussed
Approaches to evaluating public health programmes An explanation 4
of how generic evaluation approaches facilitate evaluation of
programmes
Theories of change in public health interventions, including the 4
social ecological model, social cognitive approaches, etc. Students
46
will be taken through a process of customizing theories of change in
the health sector
Designing indicators and indicator systems for public health 4
programmes factors determining the character of health indicators,
M&E in human resources for health: appraisal and performance 4
reviews, evaluating trainings Being an important aspect in health
system, a component of personnel appraisal will explored
M&E in health care financing: Public Expenditure 4
Global Health Initiatives and the role of M&E 3
M&E in health services delivery: Performance Based Financing, 2
Quality assurance
Total 45
Mode of Delivery
The approach for most sessions will consist of introductory lectures, exercises, case studies and
interactive group discussions building on participants’ experiences with the respective topics and
issues.
Assessment
References
A Pocket Guide to Epidemiology
African Medical and Research Foundation (AMREF). 2004. Tracking Human Resource and
Wage Bill Management in the Health Sector. Kampala: AMREF and Ministry of Health.
Ahrens, Wolfgang, Iris Pigeot, eds. Berlin: Springer, 2005. Call number: WA 950 H236 2005
Location: Reference Stacks
Anokbonggo, W.W., et al. 2004. Impact of decentralization on health services in Uganda: a
look at facility utilization, prescribing and availability of essential drugs. East African
Medical Journal Suppl:S2(7)
Bernard J. Healey, The New World of Health Promotion: New Program Development,
Implementation, and Evaluation
Brownson, Ross C.; Petitti, Diana B Applied epidemiology: theory to practice
Brunner, R.L., et al. 2001. Evaluation of the impact and acceptance of a nutrition program in
an HIV community clinic. AIDS Patient Care STDS 15(10): 533-43.
David J. Fine, Evidence-Based Management in Healthcare
Donner, Allan; Klar, Neil Design and Analysis of Cluster Randomization Trials in Health
Research London : Arnold Publishers, 2000
Government of Uganda. 2008. 4.Evaluation of the Implementation of the Paris Declaration in
Uganda. Kampala: Office of the Prime Minister.
47
Handbook of Disease Burdens and Quality of Life Measures
Handbook of Epidemiology
Kleinbaum, David G., Kevin Sullivan, Nancy Barker, eds. 2007, Via SpringerLink
L. Michele Issel, Health Program Planning and Evaluation: A Practical, Systematic
Approach for Community Health, 2nd
Preedy, Victor R and Ronald R. Watson, eds. 6 v. New York: Springer, 2010. Via
SpringerLink
MME 4214 Monitoring and Evaluating of Infrastructure Projects

Module Description
Infrastructural investment is now one of the leading sectors through which governments provide
most needed services to their nationals. In managing these Projects, Governments should aim at
ensuring that the services being delivered to the users meet the agreed time, cost, and quantity
and quality standards. It is, therefore, necessary to create a well-equipped force of professionals
that will effectively monitor and evaluate contract performance effectively. For this purpose, this
module will contribute to this cause by delving into the guidelines, procedures of monitoring and
evaluating infrastructural investments in the public, private, CSO, and related sectors.
Objective
The aim of this module is to equip students with skills and competences essential for monitoring
and evaluating infrastructure projects in the development process.
Learning Outcomes
By the end of the module students will be able to:
 Monitor and evaluate infrastructural projects using standard M&E principles
 Use infrastructural based evaluation standards;
 Develop and use customized project evaluation methodologies
 Integrate M&E in designing infrastructural projects
48
Content
Introduction to Asset Management 7
Asset Management Drivers: Economic, Political and Social Infrastructure 6
Rating Systems
Infrastructure Data Models and Standardization 6
Condition Assessment: Procedures, tools and technologies for buildings, 6
roads, water and sewer infrastructure
Infrastructure Risk Management: Identification, Analysis and Mitigation 4
Infrastructure performance measures and levels of service 4
Methodology and approaches used in infrastructure evaluations based on 4
project context and performance.
Determination and measurement of outcomes. 4
Evaluating the Effectiveness of Infrastructure Regulatory Systems: 4
Frameworks and Rationale
Total 45
Mode of Delivery
 Lectures
 Case Studies
Assessment

ASCE Journal of Computing in Civil Engineering. Vol 15(1).
Handbook for Evaluating Infrastructure Regulatory Systems: Ashley C. Brown, Jon Stern,
Bernard William Tenenbaum
Infraguide - An Integrated Approach to Assessment and Evaluation of Municipal Road, Sewer
and Water Networks
Infraguide: Assessment and Evaluation of Storm and Wastewater Collection Systems.
International Infrastructure Management Manual. Sections 1.1, 1.2
International Infrastructure Management Manual. Sections 3.1, 3.3
National ICT Policy Uganda, 2012
49
Protocols for Building Condition Assessment. NRC Canada
Shahin, M. 2002, Pavement Management for Roads Airports & Parking Lots, 2nd Edition
Vanier, D. 2001, Why Industry Needs Asset Management Tools.
MME 4215 Monitoring and Evaluation of Education Programmes

Module Description
The module will introduce participants to history, structure, set up and management of the
education system in Uganda. It provides to students a platform through the existing education
legal, policy and regulatory framework can be understood.
Objective
The module will equip students with a clear understanding of the legal, institutional, and policy
framework in the education sector
Learning Outcomes
After the successful completion of this module the students would be able to:
 Integrate the historical growth, environmental context, philosophy, forms and current
trends of education in conducting evaluations
 Use education policies, guidelines, and procedures in conducting M&E
Content
Overview of the theory and practice of education management 6
Uganda’ educational management system 8
The legal and policy framework of education management in 4
Uganda
Education information management system (EIMS) 4
Key performance measurement frameworks in the education sector 6
Institutionalizing M&E in curriculum development 4
Comparative education management in Africa 2
Monitoring and evaluation frameworks of education services 2
Education Quality assurance and assessment 4
Total 45
Mode of Delivery
 Lectures
 Case Studies
Assessment
50

Argyris, C. and Schon, D. 1974, Theory in Practice, San Francisco, Jossey-Bass.
Augier, M. and Vendelø. M.T. 2003, ‘Networks, cognition and the management of tacit
knowledge’, in N. Bennett, M. Crawford and M. Cartwright (eds) Effective Educational
Leadership, London, Paul Chapman Publishing, pp. 74–88.
Bennett, N., Wise, C., Woods, P.A. and Harvey, J.A. 2003, Distributed Leadership,
Nottingham, National College for School Leadership.
Glatter, R. and Kydd, L. 2003, ‘‘‘Best practice’’ in educational leadership and management:
can we identify it and learn from it?’, Educational Management and Administration, 31(3),
pp. 231–43.
Gold, A., Evans, J., Earley, P., Halpin, D. and Collarbone, P. 2003, ‘Principled principals?
Values-driven leadership: evidence from ten case studies of‘‘outstanding’’ school leaders’,
Educational Management and Administration, 31(2), pp. 127–38.
Hopkins, D. and Jackson, D. 2003, ‘Building the capacity for leading and learning’, in A.
Harris, C. Day, D. Hopkins, M. Hadﬁeld, A. Hargreaves and C. Chapman, Effective
Leadership for School Improvement, London, RoutledgeFalmer.
Kolb, D.A. 1984, Experiential Learning, Englewood-Cliffs, N.J., Prentice Hall.
Lumby, J. 2003, ‘Distributed leadership in colleges: leading or misleading?’, Educational
Management and Administration, 31(3), pp. 283–93.
Mitchell, C. and Sackney, L. 2000, Profound Improvement: Building capacity for a learning
community, Lisse, Swets and Zeitlinger.
Mulford, B. and Silins, H. 2003, ‘Leadership for organisational learning and improved
student outcomes – what do we know?’, Cambridge Journal of Education, 33(2), pp. 175–95.
Peters, T. and Waterman, R. 1982, In Search of Excellence, New York, Harper and Row.
Sergiovanni, T.J. 2000, The Lifework of Leadership: Creating culture, community and
personal meaning in our schools, San Francisco, Jossey-Bass
The Revised Education Sector Strategic Plan (ESSP) 2007-2015 of Uganda’s Ministry of
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The Universities and Other Tertiary Institutions Act of 2001
The Government Education White Paper,1992
MME 4216: MSc Research Project (Dissertation)

Students will be expected to write a final thesis/dissertation on their chosen work. The area of
research will be chosen with the support of the major adviser.
Students will be expected to show mastery of their field by applying methods and tools learnt in
the Masters Course work.
51
(i) A dissertation topic shall be agreed upon and approved by the faculty of agriculture at
the beginning of the period of concentration.
(ii) The student will submit a dissertation that meets the University’s dissertation
requirements as outlined in the School of Postgraduate Studies academic handbook
(iii) A candidate will only be allowed to attend the oral defence of his/her dissertation if his
work has been marked and he/she has obtained the pass mark.
(iv) A candidate may, upon the recommendation of the examiners and supervisor be
permitted to re-submit a corrected dissertation which they had previously failed.
References
Berry, R. 2004: The Research Project: How to Write It. London and New York: Routledge.
Gash, S. 1999: Effective Literature Searching for Students (second edition). Aldershot: Gower.
Gibaldi, J. 2004: MLA Handbook for Writers of Research Papers (sixth edition). New York:
The Modern Language Association of America.
Watson, G. 1987: Writing a Thesis: a Guide to Long Essays and Dissertations. London:
Longman.
52

NCHE-UMU - Proposed M&E Curriculum - June 2014

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Uganda Martyrs University

1.1 Brief about the Faculty of Agriculture

2.2 Programme Rationale

2.3 Programme Objectives

2.3.1 Specific Objectives

2.4 Learning Outcomes

2.5 Entry Requirements

2.6 Duration of the Programme

2.7 Course assessment and examinations regulations

2.8 Grading System

In addition, these letters will be used where applicable:

2.8.2 Classification of the Award

2.9 Fees Structure and Costing

Mode of Delivery Ugandan Student(UGX) International Students(USD)

Course Code Modules Name T L P C C

4.0 Academic Staff Available

MME 4101 Introduction to Monitoring and Evaluation

List of References and Reading materials

MME 4102 Monitoring and Evaluation Tools and Frameworks

References and Reading materials

MME 4103 Conducting and Managing Impact assessment and Evaluation

References and Reading materials

List of References and Reading materials

MME 4105 M&E for Agriculture and Sustainable Rural Development

MME 4106 Ethics in monitoring and evaluation

 Challenges and conflict management in M&E: 15 Hours

References and Reading materials

MME 4108 Research methods for Monitoring and evaluation

References and Reading materials

MME 4109 Management information system for M&E

List of References and Reading materials

MME 4110 Quantitative Methods for Monitoring and Evaluation

List of References and Reading materials

MME 4212 Consultancy skills, internship and practicum

 Course work and tests 50%

MME 4213 Monitoring and Evaluating Health Interventions

MME 4214 Monitoring and Evaluating of Infrastructure Projects

List of References and Reading materials

MME 4215 Monitoring and Evaluation of Education Programmes

List of References and Reading materials

MME 4216: MSc Research Project (Dissertation)

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