This resource describes how to prepare and maintain an Activity Monitoring, Evaluation, and Learning Plan.
The Discussion Note defines Third-Party Monitoring (TPM) and provides information on key considerations when utilizing it. Created using interviews with TPM practitioners and USAID managers, the Discussion note provides suggestions for how to most effectively utilize TPM, how to design TPM systems, and important ethical...
This document provides users with access to a data quality assessment checklist which can be used by operating units when creating data quality assessments.
This PMP is an illustrative example intended to provide ideas for how Missions can utilize the revised ADS 201 requirements for PMPs, found in section 22.214.171.124. A key revision to PMPs is the new requirement to identify learning priorities with plans for how to address them through monitoring, evaluation, and CLA. The...
This resource provides guidance and a template for developing a schedule of performance-management tasks and associated resources.
The Global Learning for Adaptive Management (GLAM) is an initiative envisioned as a globally networked learning alliance that aims to actively identify, operationalise and promote rigorous evidence-based approaches to adaptive management. GLAM has a legacy of research on effective monitoring, evaluation and learning (MEL) for Adaptive management (MEL4AM) and a library focused on adaptive and MEL4AM work.
The purpose of the Stakeholder Participation Planning Matrix is to organize engagement with stakeholders throughout an evaluation process; it both guides planning and organizes the plan in a clear and consolidated format.
Findings, Conclusions, and Recommendations from Four Missions
This resource, part of the context-driven adaptation collection (see https://usaidlearninglab.org/context-driven-adaptation-overview), provides tips on how to enable context-driven adaptation, or thinking and working politically (TWP), within a USAID strategy. It also relates TWP to the journey to self-reliance. As...
CLA and Developmental Evaluations