Monitoring and Evaluating Information and Communication for Development (ICD) Programmes

Published by the UK Department for International Development (DFID), this 21-page document is designed to provide guidance on monitoring and evaluating information and communication for development (ICD) programmes that utilise:

• face-to-face communication or information activities such as counselling or extension visits
• community-level communications such as theatre, role-playing, workshops, posters and other print materials
• TV, radio, film and video
• internet and email communications programmes
• telecommunications-based projects

A key starting point of this resource is that "monitoring and evaluation processes rely on personal judgement as well as theory. Bear in mind that there is no single, best evaluation method." There are many practical difficulties in evaluating ICD programmes (delineated here); strategies should be determined accordingly, and might include:

1. Behaviour-change initiatives - use targeted messages to change an individual's behaviour. Problem: human behaviour isn't always a logical response to a held belief. So indicators used to measure change might be fundamentally flawed.
2. Social-change initiatives - try to inspire social change by giving people information to use however they like (e.g., inspire community dialogue or collective action). Problem: social change is often too fluid, long-term, and intangible to measure.

Given these challenges, the resource does not provide a set of rules; rather, it introduces a range of approaches for users to choose from at various stages in programme design and evaluation. Key sections focus on: planning and budgeting; monitoring and evaluation at the start of a programme, during it, and at the end; and "good practice" tools. Section 5, "Measuring Impacts and Outcomes", highlights particular evaluation methodologies through specific examples (with indicators). Section 6 focuses on the use of communication to glean relevant data through, e.g., focus group discussion, interviewing, and role-playing, drama, and story-telling.

Where possible, users are directed to further information; they are encouraged to use the guidelines as a reference tool or as a stimulus for working with consultants.