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Module Based on the previous sections of Module 8, design a meeting that serves both monitoring and learning
8 purposes (Exercise 7).

Considering the importance and the number of issues to cover, here are some practical considerations
for organizing these meetings:

1. Allow sufficient time (3–6 hours) for these meetings; the first part can be dedicated to monitoring
9-12 December, 2013 For monitoring progress, you might want to arrange these meetings using a focus group discussion format
issues, and the second to consolidating learning, and improving the next stage(s).

which gives the meetings structure and flexibility. Design your focus group questions to cover three
aspects: monitoring progress, capturing lessons learned, and articulating suggestions and commitments
for improvement. Each discussion could be followed by discussing and filling out the relevant stage of

the self-assessment matrix.

End the meeting by summarizing the progress and recommendations for improvement of the next
stage and/or the next reporting cycle with special reference to desired impacts. Make the monitoring

meeting notes available to all participants, especially for the user groups identified earlier in this module
(Section 2.2).
2. Make sure to invite core group members, key stakeholders and targeted policy-makers.

3. A semi-formal or informal setting, as appropriate, will be most conducive to learning.
4. Create continuity by revisiting the previous monitoring meeting’s notes.

5. Be careful to manage gender balance and representation of underprivileged groups.

Gender balance and involvement of non-conventional groups can challenge the process at the beginning.
However, it also contributes to equity and innovation. Women and other stakeholders (e.g., youth), who
are not commonly invited to such processes, often have unique information and indigenous knowledge
that can either challenge or confirm the information gained from conventional groups. Such non-

conventional knowledge has high potential for offering innovative ideas for problem solving, and for
providing breakthrough solutions. The diversity these representatives create in the monitoring group
provides additional motivation and excitement for learning, and demand for improvement. For these
reasons, seek opportunities to involve both targeted policymakers and stakeholders in the monitoring
meeting who possess or have access to non-conventional and indigenous knowledge.

A learning approach to the national IEA process provides valuable opportunities to advance informed
- evidence based - policy making with scientifically credible, and politically legitimate environmental
assessments. Furthermore, it encourages willingness to learn and to act.

40 Monitoring, Evaluation and Learning for Improvement and Increased
Impact of the IEA Process