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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Advanced Certificate in Monitoring and Evaluation 
SAQA QUAL ID QUALIFICATION TITLE
91831  Advanced Certificate in Monitoring and Evaluation 
ORIGINATOR
The Foundation for Professional Development 
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 Certificate  Field 07 - Human and Social Studies  General Social Science 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  120  Not Applicable  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:
The purpose of the Advanced Certificate in Monitoring and Evaluation 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 aims to develop individuals who will be able to:
  • Identify indicators as measurable or tangible signs that something has been done or that something has been achieved.
  • Assess achievement of goals and objectives.
  • Assess the full range of project effects, both intended and unintended.
  • Collect and evaluate data that could be used for decision making.
  • Understand, direct and implement the phases of a robust and results-based monitoring and evaluation framework.

    Rationale:
    The Advanced Certificate in Monitoring and Evaluation addresses national and provincial needs through the formal development of a cadre of skilled professionals, managers and subject matter experts in the public, private and non-governmental sectors, by exposing them to, equipping them with, suitable monitoring and evaluation knowledge, skills, tools and techniques.

    The qualification has been developed to address the need of a specific target population, such as managers and subject matter experts, that have identified a need to further develop their monitoring and evaluation knowledge and skills, additional to their current vocational focus; e.g. a manager on middle management level whose job includes data management functions and oversight. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learner accessing this qualification:
  • Are able to express themselves clearly and correctly both verbally and in written English.
  • Are able to interact effectively with people individually and in groups.
  • Have analytical, interpretive and integrative skills that have practical value for the society as a whole.

    Recognition of Prior Learning:
    This qualification may be achieved in part through the Recognition of Prior Learning. Individual learners will be assessed against the exit level outcomes of the qualification on a case-by-case basis. Such procedures and the assessment of individual cases are subject to moderation by independent assessors.

    Recognition of Prior Learning may allow for accelerated access to further learning. Learners who do not have formal academic achievement to gain access to this qualification, may, with proven expertise and competency, be considered. Candidates may apply for exemption from certain modules on grounds of prior qualification of study concerned.

    Access to the Qualification:
    For learners to gain access to the qualification, they must be in possession of a relevant recognised qualification at NQF Level 5. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    This qualification consists of ten compulsory modules at NQF Level 6 with a total credit value of 120.

    The modules are:
  • Introduction to Monitoring and Evaluation Principles and Concepts, 5 Credits.
  • Programme Logic and Theory of Change models, 10 Credits.
  • Designing Programme Monitoring Systems, 15 Credits.
  • Programme Databases, 5 Credits.
  • Managing Data Quality, 15 Credits.
  • Routine Data Quality Assessments, 10 Credits.
  • Developing a Data Communication Strategy for Stakeholders, 20 Credits.
  • Analysing and Reporting Data for Decision Making, 15 Credits.
  • Planning and Managing Evaluations, 15 Credits.
  • Designing Evaluations for Field-based Programmes, 10 Credits. 
    		•

    EXIT LEVEL OUTCOMES 
    1. Apply basic principles of, and consider key steps in developing monitoring and evaluation systems.
    2. Apply logic and theory of change models in developing sound monitoring and evaluation systems.
    3. Explain key considerations in designing and selecting a suitable database for a programme.
    4. Describe evaluation principles and approaches for field-based programmes.
    5. Conduct analysis from the collected data and provide a report for decision making purposes.
    6. Plan and manage an evaluation programme.
    7. Develop an effective data communication strategy with stakeholders.

    Critical Cross-Field Outcomes:
    This Qualification addresses all the Critical Cross-field Outcomes. 

    ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit Level Outcome 1:
  • Key monitoring and evaluation principles including terms such monitoring, evaluation, reporting, learning are explained.
  • The purposes of monitoring and evaluation within an organisation and or a project are outlined.
  • Characteristics of a good monitoring and evaluation plan are identified.
  • Monitoring and evaluation audience analysis and identification of information needs are conducted.
  • Results based monitoring and evaluation principles are described.
  • The four levels of results (input, output, outcomes and impact) are explained.
  • Key components of a programme results chain are identified.
  • Programme indicators are identified.
  • Key practical considerations in developing monitoring and evaluation systems are identified.

    Associated Assessment Criteria for Exit Level Outcome 2:
  • Programme logic models are described.
  • Uses of a logic model are identified.
  • A logic model for a programme is created.
  • Theory of Change (TOC) is described.
  • Different components of the theory of change which includes vision of success, primary and secondary preconditions and critical assumptions are explained.
  • Applications of logic models and theory of change in developing sound monitoring and evaluation systems are described.

    Associated Assessment Criteria for Exit Level Outcome 3:
  • Common pitfalls in choice and use of databases are identified.
  • Data quality principles and rationale are described.
  • Risks to data quality are assessed.
  • Tools for managing data quality are developed.
  • Human resource needs for managing database systems are assessed.
  • Ethical considerations in dealing with data are identified.
  • Approach for establishing a data quality management system is applied.

    Associated Assessment Criteria for Exit Level Outcome 4:
  • The process of evaluation stakeholder analysis is explained.
  • Types of evaluation are described.
  • Evaluation questions and priorities are identified.
  • Appropriate evaluation design is selected and described.
  • Evaluation design case study is completed.
  • Evaluation data collection processes are described and applied.

    Associated Assessment Criteria for Exit Level Outcome 5:
  • Data analysis strategy is developed.
  • Data analysis plan is prepared and developed.
  • Key considerations in developing a data analysis plan are identified and explained.
  • Data analysis methods are selected.
  • General steps in analysing quantitative and qualitative data are applied.
  • Appropriate formats for presenting analysed data are applied.
  • Common pitfalls/errors that may compromise data quality in analysing data are identified.

    Associated Assessment Criteria for Exit Level Outcome 6:
  • The criterion for assessing readiness and feasibility of evaluation is explained.
  • Key components of an evaluation scope and budget are determined.
  • Obstacles to good budgeting for evaluation are identified.
  • An evaluation team is identified.
  • The evaluation team is set up and roles and responsibilities are outlined.
  • The solicitation process for external evaluators is managed.
  • The terms of reference for an evaluation are described.
  • Key components for comprehensive terms of reference are identified and developed.
  • Key considerations in managing consultants are explained.
  • The essential components of the evaluator's contract are explained.
  • The processes for monitoring quality and timeliness of deliverables are described.

    Associated Assessment Criteria for Exit Level Outcome 7:
  • The information needs and interests of programme stakeholders are identified.
  • A communication strategy is developed.
  • Appropriate communication tools for different audiences are selected.
  • Communications tools/formats are developed.
  • Best communication approach and tools for different stakeholders are determined.

    Integrated Assessment:
    Assessment mechanisms are designed to ensure maximum transfer and application of knowledge with a view to address the learning needs of adult learners.

    The assessment strategy applicable consists of formative and summative assessment:
  • Formative assessments provide the learner with an opportunity to assess whether the underpinning knowledge and skills have been mastered. There are two sets of formative assessment with questions to be answered in writing and submitted at the start of each of the workshops.
  • Summative assessment of this qualification consists of one integrated assignment and an Individual Development Plan.

    The integrated assignment requires the application of all the theory, principles, techniques and tools learned in the qualification to be included in a project generated in the learner's own workplace.

    For the purpose of this assignment the learner will choose a project he/she is involved in at the workplace and submit the monitoring and evaluation plan and reporting documentation related to this project for assessment. 
    		•

    INTERNATIONAL COMPARABILITY 
    Although there are numerous short courses offered by different providers globally in monitoring and evaluation, there are very few full qualifications offered. Most of the short courses focus on monitoring and evaluation of projects with a specific related focus, such as health, rather than full qualifications that are general, or allow learners to choose their area of specialisation in Monitoring and Evaluation.

    This Advanced Certificate in Monitoring and Evaluation compares favourably with the two international qualifications indicated below.

    The School of Education at Boston University, Boston, United States of America (USA) offers a Programme Planning, Management, Monitoring and Evaluation (P-PMME) graduate Certificate. The qualification prepares individuals to engage in interrelated skills and competencies that anchor the design, delivery, oversight, and evaluation of a wide array of educational qualifications. The Certificate equips individuals with conceptual frameworks, technical skills, and supervised project-based learning.

    The qualification consists of four 4-credit courses. Learners may select modules from each of the following areas that will enable them to focus their orientation and specialise in a particular field:
  • Planning.
  • Management.
  • Monitoring.
  • Programme Evaluation.

    The Evaluators' Institute at the George Washington University, Washington, D.C., USA, offers a Certificate in Advanced Evaluation Practices (CAEP) for professional evaluators. The qualification's curriculum is purposefully constructed to provide a meaningful instructional experience for practicing professional evaluators and those managing and/or overseeing evaluation projects.

    Modules from the following topic areas are required for the completion of the CAEP:
  • Area I: Evaluative Inquiry.
  • Area II: Design.
  • Area III: Analytic Approaches.
  • Area IIIa: Quantitative Analysis.
  • Area IIIb: Qualitative Analysis.
  • Area IV: Outcome and Performance Assessments.
  • Area V: Evaluation Practice.

    Conclusion:
    The Advanced Certificate in Monitoring and Evaluation, like other international offerings, aims to develop reliable evaluation practitioners who will successfully assess the success or failure of a project. Completion of any of these qualifications in monitoring and evaluation will assists practitioners to adequately monitor and describe the system, and process the collection of data. The collected data is needed to identify and analyse the progress achieved which is helpful when making management decisions. Regardless of the focus of the project being evaluated, the qualification equips learners with basic principles of monitoring and evaluation so that they can integrate the information and the intersection of key components of the comprehensive service to be provided. 
    		•

    ARTICULATION OPTIONS 
    Horizontal Articulation:
    The Advanced Certificate in Monitoring and Evaluation articulates horizontally with qualifications at NQF Level 6 with a similar focus area, such as the Advanced Certificate: Project Management.

    Vertical Articulation:
    The Advanced Certificate in Monitoring and Evaluation articulates vertically with similar qualifications at NQF Level 7, such as the Advanced Diploma in Project Management. 

    MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered and appointed by the provider according to existing moderation guidelines of the HEQC.
  • Moderation should validate the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options laid down in the qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    The assessor or moderator must have completed:
  • A Higher Education qualification at least one level higher than the qualification being assessed.
  • At least two years' experience as an assessor with a qualification that is relevant to this qualification. 
    		•

    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. The Foundation for Professional Development 


    All qualifications and part qualifications submitted for public comment, or registered on the National Qualifications Framework, are public property. Thus, the only payment that can be made for them is for service and reproduction: it is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.