Principles for MEL [version 3]

Jess Dart, Chief Evaluator, Clear Horizon.

Measurement, Evaluation and Learning (MEL) is on the rise. In the context of poly-crises and widening inequity gaps, investing in change-making has never been more important - and MEL has a place at this table.

Some of MEL’s features make it particularly pertinent to today’s context. Firstly, MEL takes a strong learning orientation and sees groups tracking, learning and adapting their work. Secondly, MEL is mostly practised by local groups and/or organisations. It can be adapted to different levels of capability and culture, which ties in with the movements to centre people with lived experience in change-making. And yet, there is little consistency about how MEL is practised or what it really means; for some, it is just another annoying acronym. It is time to be clearer about what good MEL is in today's context. We believe MEL practice needs to step up and better serve the needs of change-makers – we at Clear Horizon, aim to push our own practice and the field to be more principles-informed, to practice more critical inquiry and to step up to meet the demands of our changing context.

This article puts forward a set of principles to guide MEL (measurement, evaluation and learning) practice. The draft principles were initially developed to guide the teaching and practice at Clear Horizon, but we hope that they may serve as a good starter pack for anyone wishing to take a more principles-led approach to MEL. They are strong, and they have deep implications for anyone who chooses to adopt them.

To develop these principles, we drew on allied sets of principles developed for similar approaches and on critical reflections on the failings of traditional approaches to monitoring and evaluation within today’s context. Over 120 people from 18 countries codeveloped and commented on the draft principles in 2023 via LinkedIn (see posts 1, for the first version of the Principles and post 2) for my reflections on the first round of feedback). ?We presented Version 2 at an interactive session at the Australian Evaluation Society Conference in September to an audience of over 40 MEL practitioners, community practitioners, MEL commissioners and external evaluators. Overall, the principles were well received, with a couple getting reframed. I was left with an outstanding quandary about whether to include an additional principle of systems-orientation.

Summary of feedback to Version 2:

• General endorsement of the learning orientation, mission-focused stance and emphasis on ethics and inclusion. For some, there was a desire to go even further in pushing MEL to be locally driven.
• [Principal 1. Be learning orientated]. Should also include the need for MEL practitioners to reflect on their own practices and approaches. We incorporated this.
• [Principal 3. Promote mutual accountability] was well received, but some suggested it could be clearer. They suggest rewording to [Promote upward and downward accountability]. We incorporated this.
• [Principal 6. Create space and encourage locally led MEL]. This principle received the most critical (and, in some cases, polarised) feedback. The community group in particular, didn’t feel it went far enough. Reworded more strongly to [Promote locally-led MEL].
• [Principal 10. Address a small number of big questions]. Groups suggested that I add the word “evaluative” and make a point about prioritizing questions for each context. Outcome: We adopted this.
• One group suggested a new principle of [Be complexity, systems and uncertainty-aware]. Outcome: Seeking further feedback on this!

MEL Principles Version 3. [with feedback incorporated]

Principles are a way to guide good practice while still allowing people to adapt their practice to context. Here we offer 10 principles that collectively describe good practice measurement, evaluation and learning (MEL):

1.?????? Be learning-orientated:?Learning and adaption (vs accountability) should be the main driver of MEL. We?don’t?always know what will?work when we begin an initiative. The intention to learn and adapt as we go is built in from the start. ?MEL enables us to rapidly identify what’s not working and adapt –learning from?failure powers the next step of our journey.?We adopt a learning stance as MEL practitioners, critically reflecting on our approaches, practices and principles.

2.?????? Ensure MEL takes a critical stance: MEL is not solely aimed at creating good news stories for marketing or getting more funding.?The ultimate purpose of MEL is to create more and better impact and so it needs take a balanced critical stance.?Better outcomes include equity (exploring whether any groups have missed out or been disadvantaged); unexpected outcomes; whether First Nations Peoples have been benefited or disadvantaged; plus any impacts on the natural environment.

3.?????? Promote downward and upward accountability: MEL is not solely about reporting upward to funders. MEL also promotes downwards accountability to the communities and stakeholders potentially affected by the initiative.? This means that wherever possible we share our findings with communities as well as with funders and foster transparency.?This also requires that MEL outputs are accessible, and not academically impenetrable. Up and downwards accountability when paired with learning orientation means that we need to be accountable for learning, showing that the insights are being used to adapt the change initiative and learn from lessons.

4.?????? Include outcomes measurement: MEL should focus on the outcomes of the program, not just the activities and outputs. This means measuring and making sense of changes that happen as a result of our?activities.

5.?????? Collaborate throughout the MEL Cycle:?MEL is a team sport and should engage key stakeholders throughout the entire process. Co-created MEL systems include and privilege diverse voices.

6.?????? Promote locally led MEL: MEL is designed and led by local staff and community members who are implementing and affected by the program activities.?MEL is best done in ways that further self-determination and decolonisation. MEL involves power sharing and is ideally not implemented by a fly-in-fly-out MEL expert.??Where feasible, and always in First Nations contexts, MEL furthers data sovereignty. In First Nations contexts MEL is led by First Nations people, using their own ways of knowing and being, and having control over data governance, collection, ownership and use.

7.?????? Adhere to ethical and inclusive practices:? MEL data collection and interpretation is done in a manner that is ethical and respects privacy and confidentiality.? We work to enhance rather than diminish individual and collective cultural identities, and empower and promote individual, family and community wellbeing. MEL is conducted in a manner that does not discriminate against people on the basis of gender, age, ability or race.??

8.?????? Customised for each context:? Every context is unique and what works in one place may not work in another. Good MEL practice involves scoping and planning to consider?the unique needs of the context in which?it is?being implemented and is adapted accordingly. It also means we need to be realistic about the budget and capability when designing?a MEL process.

9.?????? Combine numbers and stories: MEL combines both quantitative (numbers) and qualitative data (stories) to get richer results. The combination of different types of quality data helps audiences better understand and learn from your impact.???

10.??? Address a small number of big evaluative questions: MEL goes beyond measurement and asks groups to step back and address a small number of big evaluative questions about the overall value of the program. This is the “e” in MEL.?These questions are prioritised to reflect the unique context and need.

Share your thoughts!

Thank you for taking the time to read through to the end and engaging with my quest for a guiding set of MEL principles. I would love your feedback on this third version, so please share your thoughts in the comments or send them my way! Thank you.