SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Advanced Diploma in Monitoring and Evaluation

SAQA QUAL ID	QUALIFICATION TITLE
112980	Advanced Diploma in Monitoring and Evaluation
ORIGINATOR
Central University of Technology, Free State
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Advanced Diploma	Field 03 - Business, Commerce and Management Studies		Generic Management
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	120	Not Applicable	NQF Level 07	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Reregistered		EXCO 0821/24	2019-11-22	2027-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-06-30		2031-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The Advanced Diploma in Monitoring and Evaluation provides entry-level vocational or professional preparation or specialisation for learners. The qualification offers an intensive, focused and applied specialisation which meets the requirements of a specific niche in the labour market.

The purpose of this qualification is to equip the target group across a variety of sectors with the knowledge and skills to successfully plan, implement and manage monitoring and evaluation systems from initiation to close-out.

The qualification will equip learners with suitable monitoring and evaluation knowledge, theories, skills, tools, techniques, research methodologies and methods leading to the formal development of a cadre of skilled professionals, managers and subject matter experts.

Rationale:
There has been increasing demand for specialised, professionalised and accredited training in monitoring and evaluation on the African continent. There is a need for monitoring and evaluation by the government's adoption of monitoring and evaluation in their administrations. Adoption of monitoring and evaluation is to ensure success and accountability of their development projects. Also, the growing demand by international donors and development agencies as well as the general public who in many cases, have shown discontent with a development project and outcomes.

A recent OECD Report of 2012 highlights skills shortages in the Free State Province, calls for improved qualification designs with explicit consideration for regional needs. This call is in line with the institution's Vision (Vision 2020) of developing learners to be able to create, originate, innovate and apply knowledge at an appropriate level for socio-economic development of the Free State province and beyond. Thus, it led to the development of the Advanced Diploma in Monitoring and Evaluation.

Many individuals without any formal qualification in Monitoring and Evaluation (M and E) - are employed resulting in national, provincial, and strategic goals not being achieved. While associations such as South African Monitoring and Evaluation Association (SAMEA) are trying to build and professionalise the capacity in monitoring and evaluation, however, the bulk of its offering is short term capacity building initiatives.

As a result, the past few years have witnessed a massive increase in demands for accredited training in monitoring and evaluation studies in South Africa. In the Free State Province, no higher education institution offers monitoring and evaluation as a formal qualification. Hence, the introduction of this qualification.

The qualification addresses the need for a wide range of the workforce, such as:

Employees;

Supervisors;

Managers;

And subject matter experts in the public, private and non-governmental sectors.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):

The process of RPL will follow the Recognition of Prior Learning (RPL) policy of the university. RPL is a mechanism to gain access and grant credits to qualifications.

The Centre for Assessments and Graduations receives the RPL applications. The learners are required to complete an RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive work learning. Once the institution's RPL coordinator has deemed the RPL application as being complete, the Department of Business Support Studies assesses the portfolio. The faculty's RPL committee evaluates the learner's portfolio thoroughly against the relevant learning outcomes.

Entry Requirements:
The minimum entry requirement for this qualification is:

Diploma in any field, NQF Level 6.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7, totalling 120 Credits.

Compulsory Modules, 120 Credits:

Basic Principles of Monitoring and Evaluation, 18 Credits;

Planning for Monitoring and Evaluation, 18 Credits;

Designing a Monitoring system/process, 18 Credits;

Designing an Evaluation system/process, 18 Credits;

Data collection methods for monitoring and evaluation, 18 Credits;

Monitoring and evaluation research report, 30 Credits.

EXIT LEVEL OUTCOMES

1. Demonstrate a good understanding of M and E concepts, fundamental theories and practices and apply and evaluate such concepts, theories and practices in an integrative manner.
2. Apply various methods and procedures in developing project/program logic/design and be able to evaluate and apply appropriate method/procedure procedures in developing a project/program logic/design and M and E framework.
3. Demonstrate sound ethical behaviour and professional competence in addressing complex M and E problems by applying evidence-based and theory-driven arguments and solutions in program implementation.
4. Apply a range of methods of enquiry in M and E to design an M and E systems/processes based on the understanding that the context influences M and E systems/processes.
5. Develop and apply appropriate and reliable M and E information/ data gathering processes tools, methods and procedures.
6. Manage their learning and take full accountability/responsibility for their actions.
7. Produce and communicate own ideas and opinions in well-informed arguments using appropriate academic, professional M and E discourse.

ASSOCIATED ASSESSMENT CRITERIA

Associated Assessment Criteria for Exit Level Outcome 1:

Explain what is meant by monitoring and evaluation.

Differentiate between monitoring and evaluation as concepts in program development and implementation.

Differentiate between clarificatory, process and impact evaluation.

Discuss challenges facing monitoring and evaluation practitioners.

Describe the monitoring and evaluation process.

Associated Assessment Criteria for Exit Level Outcome 2:

Identify and generate qualitative and quantitative indicators in monitoring and evaluation.

Develop and structure indicators for qualification development and implementation.

Identify logic framework components and construct a logic framework.

Identify and describe the essential components of the M and E framework.

Assess the achievement of goals and objectives.

Associated Assessment Criteria for Exit Level Outcome 3:

Explain the concepts of efficiency, effectiveness and impact.

Generate reliable indicators and variables of interest for the three aspects after carefully evaluating the indicators.

Identify indicators as measurable or tangible signs.

Conduct a baseline, target setting and link to the portfolio of evidence.

Analyse M and E data using the correct tools, methods and techniques.

Associated Assessment Criteria for Exit Level Outcome 4:

Develop terms of references for an evaluation process.

Formulate the purpose of evaluation and key evaluation questions.

Design baseline process and impact evaluations.

Direct and implement the phases of robust and results-based monitoring and evaluation framework.

Associated Assessment Criteria for Exit Level Outcome 5:

Identify population, sampling, and triangulation issues in monitoring and evaluation.

Explain the uses of or importance of monitoring and evaluation information.

Describe data types in monitoring and evaluation.

Describe quantitative and qualitative data collection tools.

Explain the advantages and disadvantages of data collection tools.

Collect and evaluate data that is for decision making.

Associated Assessment Criteria for Exit Level Outcome 6:

Reflect on and identify own strategies to learn more effectively.

Challenge embrace new thinking in the field of M and E.

Manage their work/study schedules, including submitting tests and assignments on time and producing their M and E reports on time.

Assess the full range of project effects, both intended and unintended.

Associated Assessment Criteria for Exit Level Outcome 7:

Communicate findings in monitoring and evaluation.

Explain the purpose of reporting monitoring and evaluation information.

Outline/structure of an evaluation report.

Compile work-based monitoring and evaluation research report.

Integrated Assessment:
Formative assessment:
The first part of the assessment is continuous formative assessment comprising a variety of individual and group and class activities aimed at correcting and reinforcing knowledge and skills. Formative assessments conducted during the delivery of the module generate a mark that contributes to 50% of the final mark for each course/module. The aim is to determine the learner's progress towards attaining the stipulated outcomes.

All assessments involve decision making in a practical M and E setting. The assessments enable lecturers to achieve integration of assessment such as:

Treat several outcomes together.

Treat several assessment criteria together.

Promote awareness of the connections and relationships between the knowledge, processes and skills inside the different modules.

Use a combination of assessment methods and instruments used to achieve outcome/outcomes.

Collect naturally occurring evidence (such as in the workplace setting) or through simulation.

Additionally, the learners will engage in a project which require that they apply most of what they have learnt about M and E.

Summative assessment:
Summative assessment comprises formal tests, reports, individual assignments, case studies either during contact sessions or online and a work-based monitoring and evaluation research project. Summative assessments generate a mark that contributes to 50% of the final mark for each module. The assessments involve decision making in a practical M and E setting. The work-based monitoring and evaluation research report allows the assessor to evaluate whether the learner can use and apply specific M and E theories and methodological skills. The learner must report on it and generate integrated research finding in the M and E report.

INTERNATIONAL COMPARABILITY

There are many undergraduate qualifications in M and E worldwide, but most are Advanced Certificates.

The New York University (NYU) School of Professional Studies offers an Advanced Diploma in M and E. The content of the Advanced Diploma in M and E is similar to this qualification. That is, this qualification and that of NYU are comparable in terms of purpose, structure and content.

The UN, Government, and NGOs offer a Diploma in Monitoring and Evaluation: Project Management. The admission requirement is a minimum of a Baccalaureate Degree. The duration of the programme is over a year. The mode of delivery is Modular.

Overview: The NYU Centre for Global Affairs' Advanced Diploma in Monitoring and Evaluation: Project Management for the UN, Government, and NGOs provides learners with a strong foundation in monitoring and evaluation programme design and implementation. Learners will explore a variety of tools and techniques used to measure project progress. They will report outcomes to the appropriate internal and external stakeholdersincluding donors, funders, supervisors, or the population served. Learners will also be able to design relevant and useful frameworks and learn the required methods to conduct valuable data collection, statistical analysis, and reporting. Through these lessons and exposure to real case studies drawn from relevant organisations, learners gain the skills needed to conduct a monitoring and evaluation program for development organisations, NGOs, or private organisations in the development, peacebuilding, energy, gender studies, or transnational security sectors.

Upon successful completion of this qualification, learners will be able to:

Understand what monitoring and evaluation mean.

Build a project or program design and a monitoring and evaluation framework.

Develop and utilise appropriate indicators for measuring project or program goals, outcomes, outputs, and impacts/effectiveness.

Understand quantitative and qualitative data collection methods and ways to use them in a project or program monitoring and evaluation.

Write reports and recommendations.

Modules:

Introduction to Monitoring and Evaluation.

Program design for monitoring and Evaluation.

Qualitative and quantitative methods in evaluation.

Reporting and presenting results.

The University of Melbourne offers a Graduate Certificate qualification that focuses on only evaluation. The admission requirement is a three-year undergraduate qualification in a related area and at least two years of documented, relevant work experience. The certificate is six months full-time and one year part-time. The mode of delivery is online.

Overview:
The Graduate Certificate in Evaluation uses the latest research and insights to provide students with extensive knowledge and skills of evaluation theory and practice that can be applied to work settings.

Programme Learning Objectives:
This certificate is designed to produce evaluation specialists who have a strong understanding of the theoretical and practical skills relevant to this area. By undertaking this course, learners will become familiar with theories underlying policy and program development, ethical practice, key concepts and approaches to evaluation and the various roles of an evaluator. As a graduate of this course, learners will apply creative and critical thinking skills to design and conduct evaluation and research activities.

Upon successful completion of this programme, learners will be able to:

Gain advanced knowledge of evaluation theory and practice to work independently and in groups to learn the fundamentals of evaluation including the nature and purpose of evaluation, types of evaluation, and the logic of evaluation.

Acquire the ability to apply evaluation methods to a range of professional settings which will enable learners to develop a comprehensive understanding of the tools and methods required for proper evaluation practice including planning, engagement strategies and reporting.

Acquire the responsibilities and ethical principles that characterise good evaluation leaders.

Learn the philosophical backgrounds and influences on social research, epistemological and ontological perspectives, the ethics of social research, and how to maintain professional standards.

Modules:

Two (2) compulsory modules - and Foundations of evaluation and Applied Research Methodology and;

Two (2) electives form - Evaluation in Education; Qualitative Methods for Evaluation; Practice of Evaluation; Mixed Methods Research and Evaluation; Quantitative Methods for Evaluation; Impact Evaluation; Evaluation and Value for Money; Debates in Evaluation; Developing Evaluation Capacity.

ARTICULATION OPTIONS

This qualification allows possibilities for both vertical and horizontal articulation.

Horizontal Articulation:

Advanced Diploma in Applied Management, NQF Level 7.

Vertical Articulation:

Postgraduate Diploma in Entrepreneurial Management, NQF Level 8.

Postgraduate Diploma in Project Management, NQF Level 8.

Postgraduate Diploma in Public Sector Monitoring and Evaluation, NQF Level 8.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Central University of Technology, Free State