QUALITY STANDARDS 4. MONITORING AND EVALUATION

Checking our progress on working for youth as beneficiaries, engaging with youth as partners and supporting youth as leaders.

Working for youth as beneficiaries

(Target Group)

4.1 Existing M&E processes are built on to ensure long-term tracking of beneficiaries.

4.2 Project design is flexible to incorporate informal feedback from beneficiaries.

4.3 Indicators monitor quality of facilitation and quality of young people’s experience (process) as well as outcomes and impact.

Engaging with youth as partners

(Collaborators)

4.4 Reviews are formally committed to incorporate young people’s feedback.

4.5 Young people have an opportunity to reflect and learn at all critical points of the M&E process, including review.

4.6 Participants are trained to fully understand their M&E roles (e.g., data collection, selecting indicators, and telling the story in a range of media).

Supporting youth as leaders

(Youth-initiators)

4.7 Young people compile and present independent evaluation reports in a range of creative media.

4.8 Young people lead in the analysis and interpretation of evaluation data (supported by adults).

4.9 Young people train others (peers, communities) in formal/informal M&E methodologies.

Supporting strategies

• Ensure that indicators include survey of young people’s views; are disaggregated by sex, age and other relevant factors to capture social exclusion; and derive from policy, situation analysis and planning, including as seen by the young people.
• Train young people in M&E (case studies 4, 19, 20) including log frame analysis, respondent confidentiality, survey methods.
• Train staff and young people in reporting: narrative, photography/video/radio etc (case study 15).
• Train young people in how to confidently talk to the media, officials, external evaluators and other stakeholders (case studies 7, 17).
• Build evaluations and reviews into public events such as festivals.
• Ensure ongoing informal M&E through action-learning, group and individual self-awareness (case studies 7, 8).
• Establish structures for tracking e.g., ‘alumni’ networks, online fora etc.