Read the Case below and answer the Questions that Follow

Mogadishu School Eating program

22% of children in Mogadishu under five years of age are stunted in terms of nutrition, and many children in Somalia go to school hungry (DBE, 2019). This affects their ability to learn and in turn damages educational outcomes. In this programme, a funder has decided to start a school feeding programme among local primary schools to address this issue. The funder wishes to contract local small businesses to prepare healthy meals for school children. A theory of change has been developed to communicate the programme logic and expected pathways of change

Theory of Change Narrative: The programme has been established in order to achieve the following long-term impacts:

Primary school children from disadvantaged areas (in quintiles 1 to 3) experience healthy physical development; and

These children demonstrate improved educational outcomes.

The primary activities of this programme are to contract small local businesses to cook meals that can be distributed to local primary schools; and connect these businesses with local food suppliers. Consequently, these businesses will prepare meals for schools, ensuring high levels of food safety and hygiene, and deliver them to the schools timeously. These outputs are based on the assumptions that businesses are trained in food safety preparation and that the businesses have an appropriate vehicle for delivery. There is a good chance that once monitoring of the project is done using indicators at the output, outcome and impact levels, the beneficiaries will be impacted. This will also mean that qualitative and quantitative indicators are well used. This means that stakeholders are involved in the identification of indicators.

As a result of this programme, local businesses will have increased opportunities for livelihood (assuming they are paid timeously and consistently). Furthermore, disadvantaged school children are then able to have access to nutritious meals at school every day (assuming schools are able to adequately store and distribute the meals). In the medium-term, this will lead to children experiencing an improved health and nutritional status, better levels of school attendance, and an increased ability to concentrate in class, assuming that they do not experience other influences that could impact their concentration and learning (for example, a learning disability). The funder put in place an M and E system for this program and one of the assignments was to conduct an impact evaluation for its program. You have been identified as the program monitoring and evaluation officer for this impact evaluation

1.As an M and E consultant identify five stakeholders that are in the case study (5 marks)

2.In any project, there must be activities, what activities are planned to attain the outputs in this project? (4Marks)

3.As an M and E specialist identify and explain the medium outcomes that are planned to be achieved (4Marks)

4.aIn projects it is known that one can only manage what can be measured. Identify and explain the types of indicators that are going to be used to measure success (6Marks)

5.As a student of Monitoring and Evaluation identify the problems that have been identified that have led to the above project (6Marks)

6.As a student who has knowledge of monitoring and evaluation, explain to the shareholders how different monitoring is from evaluation such that the two processes are executed very well (15marks)

7.Identify and explain the assumptions which are identified by the project in achieving its goals (4Marks)

8.If you are picked as a consultant what evaluation criteria will you use to evaluate this project? (6Marks)