FRAMING INFORMATION NEEDS: UNDERSTANDING WHAT INFORMATION IS NEEDED FOR M&E

The focus of this module is on defining what information is needed for M&E activities. It covers pivotal concepts for planning specific monitoring and evaluation activities for both managers and ‘doers’.

Part 1 of the module is a short session presenting an overview of the different theoretical references and practical considerations that should shape decisions on information needs. This overview also serves to situate the subsequent parts of the module. Even where training activities do not cover all the parts of the module in depth (as will depend on the level of the audience and focus), we recommend this overview be used to situate those elements covered.

Parts 2 through 4 of the module cover a range of theoretical references or tools, many of which are ingrained in different organisations’ programme planning processes. In each part, the sessions emphasise how these tools are used in monitoring and evaluation. The tools in this module include: conceptual frameworks, various tools and frameworks related to vulnerability-capacity analysis (traditional VCA, elements of SWOT analysis, stakeholder analysis, gender analysis, life cycle analysis, concepts of “do no harm” in the context of humanitarian action), as well as standards of well being and programme performance (human rights, humanitarian principles, global goals, SPHERE standards). Particularly within parts 3 and 4 of the module, on vulnerability-capacity analysis and standards respectively, alternative routes are proposed, including options that are more specifically suited to humanitarian crisis and unstable contexts.

Part 5 marks the shift from theoretical references to the practical focus on decision-makers needs. The more closely an M/E activity responds to decision-makers priority questions, the more it will be useful and used. The two sessions in this part emphasise the logical flow between the purpose of an M/E activity – its end use, the more specific decision-makers questions and eventual questions to guide field data collection. The second session focuses specifically on evaluation, exploring standard evaluation criteria and situating them in this logical flow.

The module also includes two parts on specific practical considerations: use of existing information (part 6) as well as identifying the influence of and response to contextual constraints (part 7).

Part 8 is intended specifically for training on emergency rapid assessments, providing a good practical exercise in reviewing and adapting existing rapid assessment checklists. This part serves well as a way of tying together previous parts of the module for rapid assessments.

OBJECTIVES

• Participants can describe the process of defining information needs, situating the various theoretical frameworks and practical considerations in the field that come into this process.
• Participants can describe how to use conceptual frameworks to guide the focus of data collection and interpret data.
• Participants can understand and practice using analytical frameworks to draw out vulnerabilities and capacities in data collection and analysis.
• Participants can situate the continuum of broad international standards — human rights and humanitarian principles — and eventual technical programme standards and benchmarks as references for M&E, (including Sphere standards for humanitarian response in crisis contexts).
• Participants can understand and practice establishing the logical flow between the broad purpose of the M&E activity, the more specific decision-makers' questions, and the eventual information needs to answer those questions, including using standard evaluation criteria.
• Participants can identify what information can usefully be obtained from which sources, practice reviewing information from secondary sources, and situate the review of existing information in the broader context of information exchange among partners.
• Participants can identify the constraints that can limit or bias the data-gathering process, especially in crisis and unstable contexts, as well as develop and analyse possible strategies for handling the different constraints.
• Participants can practice refining emergency rapid assessment checklists, bringing together the above considerations.

LINKS WITH OTHER MODULES

This module follows from the macro-level planning and management of M&E in MODULE 2, shifting focus now to the task of framing information needs as a critical first step in planning specific M&E activities. Module 3 feeds naturally into MODULE 4 (Design and management) where managing processes to respond to each of the more practical considerations is explored. Module 3 also feeds into MODULE 5 (Data-gathering techniques) where how to collect data is explored.

Various parts of this module may also be coupled with parts of other modules:

• Part 3.2 (Conceptual frameworks) can be linked with ? MODULE 2.2.1 (Programme logic models). An understanding of the hierarchical structure of conceptual frameworks and causal/problem trees could be a useful introduction or reference for the sessions on programme logic models and logframes. Similarly, in developing programme evaluation training, it is important to situate programme logic models and logframes as a theoretical reference in framing information needs.
• Part 3.5 (Using existing information) could also be related to ? MODULE 5.3? (Desk review)
• Part 3.6 (Constraints) can be linked to ? MODULE 4 (Managing M&E activities) as constraints also influence the management of M&E activities.
• If MODULE 2 has not been used, Part 2.4 (Indicators) can be integrated into MODULE 3, either to session 3.5.1 (Focusing M&E activities on decision-making needs) or session 3.8.1(Using rapid assessment checklists).

CONTENT

4.1 - Framing information needs: an introduction

4.1.1 - Framing information needs

4.2 - Conceptual frameworks and causal trees

4.2.1 - Understanding conceptual frameworks and causal trees

4.3 - Vulnerabilities and capacities

4.4.1 - Analysis of vulnerabilities and capacities: Integrating analysis frameworks
4.4.2 - Gender and age

4.4 - Standards

4.4.1 - Children's rights and international standards
4.4.2 - From minimum standards to human rights

4.5 - Vulnerabilities and capacities

4.5.1 - Focusing M&E activities on decision-making needs
4.5.2 - Evaluation criteria

4.6 - Using existing information

4.6.1 - Review of existing information: what can you get from whom?

4.7 - Constraints

4.7.1 - Constraints and concerns in data gathering

4.8 - Using rapid assessment checklists

4.8.1 - Using emergency rapid assessment checklists