{"id":32573,"date":"2026-09-28T15:59:57","date_gmt":"2026-09-28T12:59:57","guid":{"rendered":"https:\/\/tridi.org\/?p=32573"},"modified":"2026-09-28T16:35:47","modified_gmt":"2026-09-28T13:35:47","slug":"strengthening-evidence-learning-and-accountability-siyeps-monitoring-evaluation-and-learning-activities","status":"publish","type":"post","link":"https:\/\/tridi.org\/skilling\/strengthening-evidence-learning-and-accountability-siyeps-monitoring-evaluation-and-learning-activities\/","title":{"rendered":"Strengthening Evidence, Learning and Accountability: SIYEP\u2019s Monitoring, Evaluation and Learning Activities"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Reporting Period: January\u2013September 2026<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Since the beginning of 2026, the Monitoring, Evaluation and Learning (MEL) function under the Sustainable Inclusive Youth Employable Pathways (SIYEP) project has played an important role in strengthening the systems, processes and evidence needed to support effective project implementation.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Implemented by TRIDI, in partnership with AFARD and the Mastercard Foundation, the MEL function has focused on strengthening monitoring systems, tracking implementation progress, supporting evidence-based decision-making and promoting accountability across SIYEP interventions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The work has supported the collection, analysis, documentation and use of project data to assess progress towards targets, identify implementation gaps and generate lessons to improve the delivery of inclusive, market-relevant skills development and employability pathways for young women, including young women with disabilities.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Building a Strong Foundation Through Baseline and Needs Assessments<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">A key area of MEL work has been supporting baseline assessment processes and onboarding involving TVET institutions, district stakeholders, private sector actors and partner organizations.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The MEL team developed Key Informant Interview (KII) guides and institutional assessment tools and supported the profiling, skilling and capacity assessments of TVET institutions. These assessments helped establish information on training infrastructure, staffing, existing programmes and institutional readiness to implement SIYEP interventions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The assessments also contributed to identifying skills gaps, institutional capacity needs and barriers affecting young women&#8217;s participation in vocational training, particularly young women with disabilities. The resulting baseline information provides an important foundation for project planning, target setting and monitoring programme progress.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Strengthening MEL Systems and Digital Data Management<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">To support systematic monitoring of SIYEP implementation, the MEL function developed and refined MEL frameworks, indicator tracking tools, reporting templates and monitoring databases.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The team also supported the design of the SIYEP Management Information System (MIS), including participant profiling databases, institutional records and partner-level monitoring arrangements.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Digital data collection has been another important area of progress. Using Kobo Toolbox, the project developed XLSForms for baseline surveys, participant profiling and institutional assessments. Data management processes were also strengthened through improved data extraction, organization, validation and reporting by partner, institution and enumerator.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Monitoring dashboards and indicator tracking systems were developed to help monitor performance against planned targets and actual achievements.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Monitoring Implementation Across TVET Institutions<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The MEL function supported monitoring of SIYEP implementation across 23 participating TVET institutions, focusing on implementation progress, challenges and institutional support requirements.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Institutional monitoring and assessment tools were developed to track areas including training delivery, infrastructure, staffing, curriculum development and review, implementation processes and inclusive learning environments.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">MEL also supported the monitoring and documentation of skills competitions across participating institutions, including Kapchorwa Technical Institute, Bukedea Technical Institute, Bududa Vocational Academy, Mbale Municipal Polytechnic, Ave Maria Vocational Lira, TRIDI-Vocational School, St. Kizito Madera and Bududa Vocational Institute.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Skills competition monitoring tools, evaluation criteria and reporting formats were developed to document young women&#8217;s practical competencies, participation and learning outcomes. The MEL function also supported monitoring of district entry processes, institutional partnerships and stakeholder engagement activities.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Strengthening Stakeholder Engagement and Partnerships<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Effective implementation of SIYEP requires collaboration among TVET institutions, local governments, private sector actors, financial institutions and other stakeholders.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In support of this, MEL developed and refined tools for mapping and assessing Microfinance Institutions (MFIs) to identify potential financial service providers for SIYEP participants.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The team also supported monitoring of district stakeholder engagement, district entry meetings and institutional coordination processes. Stakeholder mapping and documentation helped capture engagement with TVETs, district local governments, private sector actors and financial institutions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Communication and sensitization activities involving community gatekeepers and other stakeholders were also monitored to promote young women&#8217;s participation in skilling and employability programmes.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Supporting Capacity Building and Continuous Learning<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Learning and capacity strengthening are central to the MEL function. During the reporting period, the team developed learning visit and assessment tools to facilitate structured monitoring and documentation of learning exchange visits.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">MEL also supported the development of training evaluation tools covering gender mainstreaming, safeguarding and disability inclusion, as well as assessment tools for Training of Trainers activities and institutional capacity strengthening.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Emerging lessons, good practices and implementation challenges were documented to support adaptive management and continuous improvement throughout the project.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Turning Data Into Reporting and Action<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Beyond collecting data, the MEL function has supported its analysis and use for programme management and accountability.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This included supporting the preparation of quarterly MEL reports and technical progress reports, indicator mapping and alignment of project activities with the SIYEP results framework.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Data analysis and interpretation have contributed to reporting on implementation progress, institutional performance and project outputs, while also helping identify implementation gaps, emerging challenges and follow-up actions for programme management and partner coordination.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Key MEL Deliverables<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Between January and September 2026, the MEL function contributed to a range of tools and outputs, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Baseline survey tools and KII guides<\/li>\n\n\n\n<li>TVET capacity and stakeholder assessment tools<\/li>\n\n\n\n<li>MEL frameworks and indicator tracking tools<\/li>\n\n\n\n<li>MIS and database structures<\/li>\n\n\n\n<li>Monitoring dashboards<\/li>\n\n\n\n<li>Kobo Toolbox XLSForms<\/li>\n\n\n\n<li>Participant profiling and data management tools<\/li>\n\n\n\n<li>Institutional TVET monitoring tools<\/li>\n\n\n\n<li>Learning visit assessment tools<\/li>\n\n\n\n<li>Skills competition monitoring and evaluation tools<\/li>\n\n\n\n<li>SIYEP MFI mapping and assessment tools<\/li>\n\n\n\n<li>Quarterly progress reports and executive summaries<\/li>\n\n\n\n<li>Indicator mapping and learning documentation<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Emerging Lessons and Priorities<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The MEL activities undertaken so far highlight the importance of strong institutional monitoring, consistent and reliable data collection, and the effective use of evidence in programme decision-making.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Looking ahead, the project has identified several priorities for continued strengthening of its MEL systems. These include completing and operationalizing the SIYEP MIS and centralized project database, strengthening routine data quality assessments and verification of reported achievements, and enhancing tracking of young women&#8217;s participation, retention, completion and transition into employment or enterprise.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Other priorities include strengthening the use of monitoring findings to address implementation gaps and improve TVET performance, as well as improving the documentation of learning, good practices and outcomes for programme reporting and accountability.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Looking Ahead<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Since January 2026, the MEL function under TRIDI SIYEP has contributed to strengthening the systems, tools and processes required for effective monitoring, evaluation, learning and accountability.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Through baseline assessments, institutional monitoring, digital data systems, stakeholder mapping, skills competition assessments and progress reporting, MEL has supported the generation of evidence to guide SIYEP implementation and strengthen the delivery of inclusive, market-relevant skills development and employability opportunities for young women.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As implementation continues, further strengthening of these systems will be essential for tracking programme results, demonstrating outcomes and supporting evidence-based decision-making throughout the remaining implementation period.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Read the full story to learn more about how SIYEP\u2019s MEL function is helping turn data, evidence and learning into stronger programme implementation and accountability.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Reporting Period: January\u2013September 2026 Since the beginning of 2026, the Monitoring, Evaluation and Learning (MEL) function under the Sustainable Inclusive Youth Employable Pathways (SIYEP) project has played an important role in strengthening the systems, processes and evidence needed to support effective project implementation. Implemented by TRIDI, in partnership with AFARD and the Mastercard Foundation, the [&hellip;]<\/p>\n","protected":false},"author":21,"featured_media":32577,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[84,33,92],"tags":[],"class_list":["post-32573","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-africa","category-skilling","category-vocational-skills"],"_links":{"self":[{"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/posts\/32573","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/users\/21"}],"replies":[{"embeddable":true,"href":"https:\/\/tridi.org\/?rest_route=%2Fwp%2Fv2%2Fcomments&post=32573"}],"version-history":[{"count":1,"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/posts\/32573\/revisions"}],"predecessor-version":[{"id":32576,"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/posts\/32573\/revisions\/32576"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/tridi.org\/?rest_route=\/wp\/v2\/media\/32577"}],"wp:attachment":[{"href":"https:\/\/tridi.org\/?rest_route=%2Fwp%2Fv2%2Fmedia&parent=32573"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tridi.org\/?rest_route=%2Fwp%2Fv2%2Fcategories&post=32573"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tridi.org\/?rest_route=%2Fwp%2Fv2%2Ftags&post=32573"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}