Course overview
Infrastructure projects require more than construction progress reports. Funders, public authorities, delivery agencies and communities need credible evidence that roads, water systems, energy assets, schools and digital infrastructure are being delivered to specification, reaching intended users and producing lasting benefits. Weak baselines, unclear indicators, fragmented contractor data and late recognition of social or environmental risks can lead to cost overruns, disputed results and investments that fail to deliver expected services.
This course develops the practical monitoring and evaluation capability required throughout the infrastructure project cycle. Participants translate project concepts into theories of change, logical frameworks, results frameworks and measurable indicator sets. They establish baselines, prepare monitoring plans, set up data collection protocols, assess construction and service-delivery progress, apply earned value measures, manage evaluation assignments and report findings for management, funders and stakeholders. The course also addresses safeguards, inclusion, climate resilience, asset handover and post-completion outcomes.
Teaching combines short instructor briefings with infrastructure cases, facilitated group work, reporting simulations and structured application to participants' own projects. Cases reflect transport, water, sanitation, energy, public buildings and urban infrastructure programmes. Participants progressively develop a complete monitoring and evaluation package, including a results framework, indicator reference sheets, data collection plan, reporting dashboard and evaluation terms of reference. They leave with reusable tools that can be adapted for donor-funded, public-sector and corporate infrastructure portfolios.
The course suits professionals responsible for planning, supervising, financing, reporting on or evaluating infrastructure investments where technical delivery must be connected to service access, user outcomes and accountability.

