Which of the following is not an indicator of effective early childhood curriculum?

Result	Indicators
Impact To improve the literacy, numeracy, skills and qualifications of the population	GERF 1.28 UNESCO Institute for Statistics Youth literacy rate (OPSYS core indicator) (Percentage) Data sourceUIS, Census, Household surveysFor youth and adult literacy, UIS collects most data from national data sources (census or household surveys). Most questionnaires simply ask if the person is literate (self- or household declarations, e.g. a person is defined as literate if he or she can, with understanding, both read and write a short, simple statement on his or her everyday life) rather than pose more comprehensive questions to demonstrate the respondent’s ability to read. In some cases, UIS also provides some estimates for these rates.Additional informationTotal number of young people (ages 15-24) who are identified as literate, as a percentage of all young people of the same age group. Youth literacy rate and adult literacy rate are an indicator for SDG4 (indicator 4.6.1)-Percentage of population in a given age group achieving at least a fixed level of functional literacy.
Adult literacy rate (disaggregated by sex and geographical location - region, urban/rural) (Percentage) Data sourceUIS, Census, Household surveysFor youth and adult literacy, UIS collects most data from national data sources (census or household surveys). Most questionnaires simply ask if the person is literate (self- or household declarations, e.g. a person is defined as literate if he or she can, with understanding, both read and write a short, simple statement on his or her everyday life) rather than pose more comprehensive questions to demonstrate the respondent’s ability to read. In some cases, UIS also provides some estimates for these rates.Additional informationTotal number of adults (ages 15 and over) who are identified as literate, as a percentage of all adults of the same age group. Youth literacy rate and adult literacy rate are an indicator for SDG4 (indicator 4.6.1)-Percentage of population in a given age group achieving at least a fixed level of functional literacy.
Proportion of population 25 and over who hold a) a secondary school diploma, b) a higher education diploma (disaggregated by sex and geographical location - region, urban/rural) (Percentage) Data sourceSDG indicators database and other national sourcesAdditional informationThe highest level of education an individual has successfully completed, i.e. by obtaining a certificate or qualification upon graduation. Breaking down labour market outcomes by the highest level of education attained can reveal the relevance of the education level (primary, lower secondary, etc.), and also show changes in the relevance of education for the labour market over time.
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional numeracy skills (disaggregated by sex and geographical location - region, urban/rural) (Percentage) Data sourceSDG indicators database and other national sourcesAdditional informationSDG indicator 4.6.1, currently a tier II indicator (Indicator conceptually clear, established methodology and standards available but data not regularly produced by countries). So check availability for your country of interest before using.
Transition rate to higher education (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities) (Percentage) Data sourceAdditional information
Proportion of population 25 and over who hold a secondary school diploma who is employed (Percentage) Data sourceAdditional information
Average number of years of schooling for population 25 and over (disaggregated by sex) (Number of) Data sourceUIS National statistics office Household surveysAdditional informationThe highest level of education an individual has successfully completed, i.e. by obtaining a certificate or qualification upon graduation. Breaking down labour market outcomes by the highest level of education attained can reveal the relevance of the education level (primary, lower secondary, etc.), and also show changes in the relevance of education for the labour market over time.

Result	Indicators
Outcome Improved completion of inclusive and equitable early childhood, primary and secondary education	SDG 4.1.2 Primary cohort completion rate (disaggregated by sex, administrative sub-regions, access to Early Childhood Education, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceEFA GMR UIS EMISAdditional informationCalculated as the product (multiplication) of the survival rate to the last grade and the percentage of graduates in the last grade. The percentage of graduates is calculated as follows: the total number of graduates in primary education is divided by the difference between those who enrol that year and those who repeat the following year. Another proxy measure for actual completion since this is based on graduation rates, but these data are not always reported in each country. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
SDG 4.1.2 Primary completion rate or Gross intake rate in the last grade of primary - GIR (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceMICS and DHS, closely coordinated to avoid overlapping data collection in the same country EMISAdditional informationThe number of students of any age entering the last grade of primary school for the first time (excluding repeaters), divided by the number of children of official entrance age for that grade. Also known as the primary completion rate (World Bank). Ratio can exceed 100% if there are over-age or under-age students in the grade. This indicator was the official MDG indicator for measuring completion, in Goal 2 (UPE). Calculating new entrants for a grade is usually done by subtracting repeaters from the number of enrolled students. If data on repeaters are weak, this will impact the GIR and possibly make the ratio higher. Insufficient data on repetition and over-age enrolment have made this a less accurate measure certain years. It exceeded 100% in 44 of the 153 countries with data available, indicating its inaccuracy. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
Survival rate to the last grade of primary (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices MICS EMISAdditional informationThe percentage of all children enrolled in the first grade of primary school who enrol in the last grade of primary education. Also known as ‘Persistence to last grade of primary’. Calculation is based on the “reconstructed” cohort method, which assumes that drop-outs never return to school, and that promotion, repetition and drop-out rates observed over the past two consecutive years remain constant over the period during which the cohort is enrolled in school. Proxy measure for completion. The reconstructed cohort method requires many data points, including the number of enrolments and repeaters in each grade of primary education for a consecutive two-year period. This computation does not account for grade skipping, migration, school transfers and deaths. Re-entering and repeating students are considered to have the same probability of promotion than those who have never dropped out or repeated. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
Survival rate by grade (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices EMISAdditional informationThe percentage of a cohort of students enrolled in the first grade of primary education who are expected to reach a specific grade in an education level, regardless of repetition. Survival rate to the last grade of primary education is sometimes used as a proxy measure for completion. Survival rate to grade 5 is often used in cross-country comparisons, since the number of years of primary education differs from country to country. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Cost of education (i.e. fees, materials/equipment, lunches etc) as a percentage of household expenditure (Percentage) Data sourceUIS, national statistics offices EMISAdditional information
Drop-out rate by grade in primary education/secondary general education (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional informationThe percentage of students from a cohort in a given grade in a school year and who are no longer enrolled in any education the following year. The total drop-out rate for primary or lower secondary general education can be calculated by subtracting the survival rate from 100. As the data are based on two consecutive years, consistency between the data is crucial. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
Gross graduation rate, lower or upper secondary (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics officesAdditional informationAlso known as completion rates. For lower secondary: The total number of graduates of lower secondary education, regardless of age, as a percentage of the total population at the theoretical graduation age for that sub-level of education. For upper secondary: Same variant, and in additional includes all programme types (e.g., TVET). For upper secondary, there might be some adjustment at the country level depending on how the sub-level is structured (e.g. based on certificates, programmes providing access to tertiary). Usually data can be disaggregated by sub-levels within the ISCED definition (3A, 3B, 3C). Graduation requirements can include passing an exam or accumulating the number of class hours needed for graduation. Not all countries report graduation rates. Higher student-teacher ratios have been associated with lower rates of lower secondary completion (UIS, 2011).
SDG 4.1.2 Secondary completion rate, lower or upper (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceSources for 1): UIS WB - From administrative records EMISSources for 2): MICS DHS - From household surveysAdditional information Method 1): Total number of students enrolled in the last grade of the sub-level (excluding repeaters) as a percentage of the total number of students expected to be completing the sub-level per the official completion age.Method 2): Total number of students completing (or graduating from) the final year of lower (or upper) secondary education, regardless of age, as a percentage of the total population of the official lower (or upper) secondary graduation age. Can be calculated for adults: this calculation is usually based on the number of people 20 years or older who have completed the last grade of secondary education (or higher) as a percentage of the total population 20 years or older. This completion rate can exceed 100% if there are many over-age students in the last grade of secondary school. This measure does not exclude repeaters. High repetition rates will increase the lower/upper secondary completion rate. Adjusting for repeating graduates will reduce the rate.

Result

Indicators

Outcome
Improved Learning Outcomes

Transition rate to secondary education (Percentage) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities - if relevant)Also known as the progression rate to secondary school. This is the total number of new entrants to the first grade of secondary education (general programmes only) in a given year, as a percentage of the number of students enrolled in the final grade of primary education in the previous year. Transition is defined as the movement from one education level to another. The indicator measures transition to secondary general education only. It includes repeaters at both primary and secondary levels. Very relevant for gender parity in many countries, as drop-outs tend to occur at this point. The rate can be calculated based on several criteria for selecting age groups of those who have completed primary education: (i) adult population (15+); (ii) young people aged 15-24 years; or (iii) children who are 3-7 years older than the primary school graduation age (to account for over-age students).

Percentage of children/young people (i) in Grade 2/3, (ii) at the end of primary and (iii) at end of lower secondary achieving at least a minimum proficiency level in (a) reading and (b) mathematics (Percentage) Data sourceRegional assessments such as LLECE, SACMEQ, PASEC) and international, (e.g. PIRLS, PISA, TIMSS) Student assessment studies including EGRA-typeAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities - if relevant)Oral Reading Fluency (ORF) is a measure frequently used to demonstrate reading proficiency (words read correctly in one minute). While the Technical Advisory Group for the SDG indicators was generally in agreement on the indicator, there was not a consensus on including early grades as one of the points of measure.

Result	Indicators
Outcome Education system more efficient and effective (including resilience to shocks)	Repetition rate by grade in primary education/lower secondary general education (Percentage) Data sourceUIS, national statistics offices MICS (per education level) and DHS (per education level), closely coordinated to avoid overlapping data collection in the same countryAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, access to ECE, wealth quintile, maternal education level, disability status, migration status and minority groups - incl. language minorities - if relevant)The percentage of students from a cohort enrolled in a given grade and who study in the same grade in the following school year. The repetition rate is one of the key indicators used for projecting student flows. Repetitions rates help describe the internal efficiency of the education system by describing the flow of students from one grade to another. The data are based on two consecutive years.
Educational wastage rate by level of education (Percentage) Data sourceUIS, national ministry of education, national statistics officesAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, disability status, migration status and minority groups - incl. language minorities - if relevant)Wastage is a term used to calculate inefficiency due to drop-out and repetition. If we consider a 6-year education cycle, the normal pathway would require a student to take 6 years to complete. Each repeated grade or each student dropping out could be seen – from an economic standpoint – as a waste of resources. It is measured by dividing the actual number of years to complete a given cycle by the intended number of years.
Number of years of school life expectancy - SLE (Number of) Data sourceUIS, national ministry of education, national statistics officesAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, access to ECE, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities - if relevant)Total number of years a child of school entrance age is expected to spend in school, including higher education institution. Takes into account years spent repeating a grade. Usually disaggregated by sex and level of education. The SLE will be lower as the number of out-of-school children increases. SLE should be examined with grade-specific repetition rates.
Total number of hours spent in class with a teacher (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Number of) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional informationAlso known as engaged time. Can be presented as a percentage of overall time as well. Measure of time students spend on academic activities or learning time in school with a teacher as a percentage of total time in school. Total time in school is usually calculated as official length of the school year (measured in days or hours). Allotted time in school for learning can be reduced because of teacher absenteeism, student absenteeism, school closed, poor management of the school day or classroom activity, time spent on non-academic activities (e.g. cleaning, celebrations). Related to learning productivity and classroom effectiveness, but has a more questionable relationship with education quality and learning outcomes. An important indicator for examining school efficiency. Large losses in engaged time raise issues of governance, monitoring, and the skill level of teachers.

Result	Indicators
Outcome Increased access to inclusive and equitable ECE, Primary, Secondary and Higher Education	Percentage of children who have access to early childhood education (ECE) learning programmes (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUNICEF http://www.childinfo.org/ecd_support.phpAdditional informationPercentage of children ages 3 and 4 (up to 59 months) who are attending an early childhood programme, whether or not such activities are considered part of the school system. Does not refer to programmes offering only babysitting or child-minding. This indicator is collected in countries which have conducted the MICS household survey (by UNICEF). Mothers usually answer the survey. UNICEF data are disaggregated by sex, wealth, mother’s education level, and location. A variant of this indicator will be used for SDG4 where it is indicator 4.2.2 (Participation rate in organized learning one year before the official primary entry age). This indicator also serves as an alternative to the UIS indicator or pre-primary gross enrolment mentioned below. Rates will differ if both indicators are available in a country, as this one is based on a household survey, while the UIS data are compiled from a variety of sources (mostly administrative, i.e. from government census). Could be used as a baseline results/output indicator (per the EU guidance on indicators). Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Percentage of pupils within [x] kilometres of a school (Percentage) Data sourceNational education ministry (EMIS), school registersAdditional informationPlease specify the number of km.
Educational places as percentage of eligible pupils (Percentage) Data sourceNational education ministry (EMIS), school registersAdditional information
SDG 4.2.2 Participation rate in organized learning - one year before the official primary entry age (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceSDG indicators databaseAdditional informationSDG indicator 4.2.2, currently a tier I indicator. Custodian agencies: UNESCO-UIS Partner agencies: UNICEF, OECD. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Gross enrolment rate - GER (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national education ministry (EMIS)Additional informationTotal number of children enrolled in a certain education level, regardless of age, as a percentage of the total population in the relevant official school age group. Programmes can be public or private. GER can be over 100% when there is a large enrolment of children younger or older than the official school age. Usually disaggregated by sex, geographical location (region, urban/rural) and by level of education. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Net/Adjusted net enrolment rate - NER/ANER (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national education ministry (EMIS)Additional informationNER counts the total number of enrolled children who are of the official school age group for an education level, as a percentage of the total population of the official school age group for that level; the primary ANER counts children of the official school age group for primary education who are enrolled in either primary or secondary education. SDG4 includes universal completion of primary education as an indicator but unlike MDG 2, it does not include an overall reference to universal primary education (which is measured against the NER and, more recently, the ANER). The number of out of school children of primary school age is derived from the ANER: 100% ANER% = out of school rate. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Number of out-of-school children by age group (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Number of) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional informationNumber of children in the official school age range who are not enrolled in either primary or secondary education. Also known as out-of-school children in school age. The age for this group usually ranges from from 6 to 15 years, but it is defined by country policy for the duration of lower secondary education (from 2 to 6 years). So check for your own country. Cross-country comparisons need to consider length of lower secondary programme. Defining out-of-school children for upper secondary may require data which are not reliable or available. So check for your country. Children of primary school age who are enrolled in pre-primary education are considered out of school. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - included language minorities - if data collection capacity allows it.
Proportion of school aged children out of school (disaggregated by age group, sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional informationProportion of school aged children who are not enrolled in either primary or secondary education. It is calculated by dividing the total number of out-of-school children (see the indicator above) by the total population of the total population of school aged children and multiplied by 100. Some out-of-school children have attended but dropped out; others have never attended. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - included language minorities - if data collection capacity allows it.
Number of students enrolled in after-school care for secondary school students (disaggregated by sex) (Number of) Data sourceNational education ministry (EMIS), school registersAdditional information
Number of students benefitting from tutoring support for underperforming students at [please specify] education level (disaggregated by age group, sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Number of) Data sourceNational education ministry (EMIS), school registersAdditional informationPlease specify the relevant level of education
Proportion of youth (aged 15–24 years) not in education, employment or training - NEET (disaggregated by age group, sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceSDG indicators database and other national sourcesAdditional informationSDG indicator 8.6.1, currently a tier I indicator. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - included language minorities - if data collection capacity allows it.The indicator is calculated as follows: NEET rate = (Youth – Youth in employment – Youth not in employment but in education or training) / Youth 100. It is important to note here that youth both in employment and education or training simultaneously should not be double counted when subtracted from the total number of youth. The formula can also be expressed as: NEET rate = ((Unemployed youth + Youth outside the labour force) – (Unemployed youth in education or training + Youth outside the labour force in education or training)) / Youth 100.

Result	Indicators
Outcome Increased availability and presence of qualified, competent teachers and other education staff	Number of years of pre-service or in-service training acquired by teachers (disaggregated by sex, language/ethnicity origin and contract type) (Number of) Data sourceNational education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staff. For example, see Education International and Oxfam Novib (2011), Quality Educators: An International Study of Teacher Competences and Standards, http://download.ei-ie.org/Docs/WebDepot/Quality%20Educators.pdf. THE OECD’s Teaching and Learning International Survey (TALIS), available for 2008 and 2013, has surveyed teachers at lower secondary school level. Programme in International Student Assessment 2015 (PISA) run by the OECD has an optional teacher questionnaire.Additional informationUsually measured by total years of education or highest education level completed. Teachers can achieve qualified status through a pre-service training course or an in-service course which leads to a certificate or qualification. Some in-service courses do not lead to qualifications but support continuing professional development. This indicator informs on teacher quality, especially when compared with the minimum qualifications (e.g. number of years of pre-service and/or in-service education) required for acquiring teacher certification.
Percentage of pre-primary teachers with teachers’ qualification (disaggregated by sex) (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of teachers recruited by certification and/or competitive exams (Percentage) Data sourceNational education ministry (EMIS)Additional information
Average qualification of teachers at each educational level (Qualitative) Data sourceNational education ministry (EMIS)Additional information
Pupil/teacher ratio; pupil/trained teacher ratio - PTR/PTTR (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Percentage) Data sourceUIS, national education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staffAdditional informationPTR: total number of pupils (full-time) divided by the total number of full-time equivalent teachers at a specific grade or level of education. PTTR: Similar to PTR but divides the total number of pupils by the total number of trained teachers at a specific grade or level of education. While the PTR indicates a concern about reducing the number of children per teacher, it can hide problems such as hiring untrained teachers to fill teacher shortages. The PTTR thus shows a greater commitment to maintaining education quality. These ratios are used mostly for analysing quality in primary education. Low official PTRs in secondary education mask a number of other issues and may not necessarily relate to similar class sizes. At the secondary level, data on PTTR are less frequent.
Teacher absenteeism rate (disaggregated by sex, number of days absent, type of absence - authorised or not, type of contract, sex, location of school) (Percentage) Data sourceUIS, national education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staffAdditional informationThe percentage of teachers absent during a selected period (e.g. previous week) as part of the total number of teachers working at that time. Absences can be distinguished by their type (authorised or not). High levels of absenteeism are indicative of school system dysfunctions (e.g. lack of education authority, weak management and administration, poor accountability, low motivation, deficiencies in deployment/allocation policies) or the impact of HIV/AIDS on the workforce.
Teacher attrition rate by level of education (disaggregated by sex, level of education, geographical location - region, rural/urban, by type of institution - public/private, by teacher age groups and teacher qualifications) (Percentage) Data sourceUIS Education Administrative data from schools and human resources records on educational personnel.Additional informationNumber of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. In calculating this indicator, care should be exercised to avoid double counting regarding teachers that teach more than one level of education. Also, the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision of the number of teachers and the new entrants to the teaching profession should be taken into account.
Total number of hours spent in class with a teacher (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Number of) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional informationAlso known as engaged time. Measure of time students spend on academic activities or learning time in school. Allotted time in school for learning can be reduced because of teacher absenteeism, student absenteeism, school closed, poor management of the school day or classroom activity, time spent on non-academic activities (e.g. cleaning, celebrations). Related to learning productivity and classroom effectiveness, but has a more questionable relationship with education quality and learning outcomes. An important indicator for examining school efficiency. Large losses in engaged time raise issues of governance, monitoring, and the skill level of teachers.
Proportion of total time in school spent with the teacher (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Percentage) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional informationTotal number of hours spent in class with a teacher (see the indicator above) as a proportion of the total time in school. Total time in school is usually calculated as official length of the school year (measured in days or hours).
Percentage of primary teachers in school with teacher training college degree (Percentage) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional information
Percentage of teachers who have completed nationally required training programmes (disaggregated by sex, level of education, type of institution - private/public, and geographical location - region, urban/rural) (Percentage) Data sourceUIS, national education ministry (EMIS). For 60 countries, UIS produces detailed information on working conditions, salaries and qualifications of teachers, as well as projections of global demand for primary teachers, teacher characteristics; attrition and staff turnover; training and qualifications; salary and incentives; and teacher workload. This can be found in the UIS eAtlas of Teachers: http://www.tellmaps.com/uis/teachers/index.jsp#!/tellmap/1381436086/4Additional informationThe percentage of all teachers in an education level who have become qualified by completing the minimum organised/certified teacher training (whether in-service or pre-service) that is required for teaching at that specific education level in that country. There are no international norms or standards, and few regional ones on qualifications. The quality of training is also variable across and within countries. Certification levels vary by country, so cross-country comparisons do not take into account the differences in qualifications. The percentage of teachers who are trained indicates the country’s commitment to training and hiring for improving education quality. Trained teachers are generally associated with higher pupil learning outcomes. Difficult measure to use over time within a country, as needs to include information on whether minimum qualification rules have changed. That is, a sudden increase in trained teachers could reflect the lowering of qualifications required.

Result

Indicators

Outcome
Improved learning assessment (in- classrooms and at system level)

Status of a nationally-representative learning assessment (i) in the early grades of primary (2/3), (ii) at the end of primary and (iii) at the end of lower secondary to kove dont know where (Qualitative) Data sourceUIS (Observatory of Learning Outcomes) World Bank SABER-Student AssessmentAdditional informationStatus of of a nationally representative learning assessment may also serve initially as a proxy for improved learning outcomes during an interim period as baselines are developed and tests are validated. Standards have not yet been agreed for all assessments, national, regional and international, including early grades, end of primary and end of lower secondary. This is crucial for improving the quality of assessments and the measurement of learning outcomes. (adsbygoogle = window.adsbygoogle || []).push({});

Proportion of pupils whose learning has been assessed in a timely manner according to the national learning assessment framework (Percentage) Data sourceEMIS systemsAdditional informationAssessment framework may be at various levels of development, and vary between countries

Result	Indicators
Outcome Improved governance and management in the education sector	Proportion of total educational expenditure per education level to a) pre-primary, b) primary, c) secondary, d) higher education (Percentage) Data sourceUISAdditional informationThe proportion of total public (current) expenditure per level of education. Not all countries will include pre-primary education or TVET in this calculation, if these levels are not part of the ministry of education’s budget. Indicates a government’s interest in one level of education compared with the other levels. Analysis could be improved if the size of the student population for each level would be taken into account. Public expenditure can be for both public and private institutions.
Percentage of teachers whose performance is assessed annually (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of national budget expenditures related to Education Action Plan activities (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of schools with the participation of parents in the management of the school (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of schools equipped with board of trustees and/or board of management that ensure better transparency, accountability, and targeting of parental contributions to schools (Percentage) Data sourceNational education ministry (EMIS)Additional information
Number of provincial and district education offices being awarded ISO 9001 accreditation or completion of ISO 9001 process with high Public Financial Management focus (Number of) Data sourceNational education ministry (EMIS)Additional information
Public expenditure per pupil as a percentage of GDP per capita (all levels/per level of education) (Percentage) Data sourceUISAdditional informationTotal expenditure on public education divided by the total number of students enrolled as a percentage of GDP per capita (GDP divided by total population). This can be calculated for all education levels or for each level independently. Not all countries will include pre-primary education or TVET in this calculation, if these levels are not part of the ministry of education’s budget. Indicator can exceed 100% in the case where the GDP per capita is lower than the expenditure per pupil. Interpretation of this indicator is difficult as it needs to be compared with enrolment ratios. A high value could indicate a high investment on each student, as well as low enrolment.
Teacher salary as a proportion of GDP per capita (civil servants and contract teachers) (disaggregated by education level, sex, contract type, institution type, geographical location - urban/rural/remote) (Percentage) Data sourceIn Africa, Pôle de Dakar database breaks down contract versus civil servants. OECD/WEI countriesAdditional informationThe amount paid to teachers relative to the country’s available resources per person (as proxied by GDP per capita). Allows for comparison among countries with wide income disparities. A country with a high value could be devoting a large share of its resources to teacher salaries, even if the total amount spent is lower than that of another country. Often the percentage in developing countries is higher than in developed countries because developed countries have greater productivity in the service sector, which has a bigger share in the economy, and average incomes for workers in that sector are higher. A 2001 study by the World Bank ("Achieving Universal Primary Education by 2015: A Chance for Every Child") recommended that a primary school teacher’s salary should not exceed 3.5 times GDP per capita, as per countries with the highest completion rates. For a study on teacher salaries as they relate to policy, see Siniscalco, Maria Teresa (2004), ‘Teachers’ salaries,’ Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative, http://unesdoc.unesco.org/images/0014/001466/146696e.pdf
Proportion of teachers whose salary is paid on time according to national schedule (Percentage) Data sourcenational statistics offices, national education ministryAdditional informationIndicator to be adapted on national context
Percentage of audited institutions reducing accountancy errors/fraud /losses/unaccountable funds (Percentage) Data sourceReport from the ministry of educationAdditional informationIndicator to be adapted on national context
Percentage of teachers' salaries paid through bank account (Percentage) Data sourceReport from the ministry of educationAdditional information
Total public expenditure on education as percentage of GDP or of total government expenditure (Percentage) Data sourceUIS, national statistics offices, ministry of financeAdditional informationPublic spending at all levels of education, as a percentage of total public/government expenditure. This can also be calculated as a percentage of GDP, which is a calculation of a country’s wealth in a given year. Not all countries will include pre-primary education or TVET in this calculation, if these levels are not part of the ministry of education’s budget. Considered an indication of the priority a government gives to education compared with other investments. Public expenditure on education can be for both public and private institutions. However, this does not capture private (household) spending, which can also be factored into education expenditure. Current threshold recommendation is 6%. Proposed as a post-2015 goal with benchmarks: allocating 4-6% of GDP and 15-20% of public total government expenditure to education.

Result	Indicators
Outcome Gender sensitive policies and practices being applied	Gender parity index - GPI (disaggregated by geographical location - region, urban/rural, type of institution - public/private, and by level of education) - () Data sourceUIS (http://uis.unesco.org/en/topic/equity-education), national education ministry (EMIS), WIDE (http://www.education-inequalities.org/)Additional informationThe GPI is the ratio of female to male values for a given indicator. The GPI measures progress towards gender parity in education, whether in participation, completion, learning assessments, etc. GPI of the GER is used for measuring gender parity in primary and secondary education. This is one sub-dimension of the parity indices (see above the indicator on ST Outcome: Increased access to inclusive and equitable ECE, Primary, Secondary and Higher Education
Share of women among teachers and in management/leadership positions in schools (disaggregated by level of education, geographical location - region, rural/urban, type of institution - public/private, age groups and teacher qualifications) (Percentage) Data sourceUIS, national education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staffAdditional information The percentage of all teachers who are female at a given level of education in a given school year. The percentage of female teachers sheds light on several policy issues: (i) are women accessing secondary education in significant numbers; (ii) are women being encouraged to become teachers, and (iii) are female teachers providing role models for girls in education and supporting their specific learning needs. UIS also measures the percentage of women among all newly recruited teachers by education level and by training status (for African countries).
Status of gender analysis of teaching and learning materials (e.g., the promotion of gender equality and positive images of girls and boys, and their abilities and aspirations) (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information
Extent to which national curricula is unbiased, non-discriminatory and preventive of all forms of gender-based violence (GBV) (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information
Extent to which educational institutions provide private and safe sanitation and boarding facilities for girls and boys and housing for female teachers in rural and remote areas (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional informationThis indicator could also be turned into a quantitative indicator (% of educational institutions…)
Existence of a national policy on GBV in (and to/from) schools that specifically considers risks to girls, boys, young women and men (Qualitative) Data sourceProgress reports for the ActionAdditional information
Percentage of girls and boys who believe girls should go to university (Percentage) Data sourceSurvey to be commissioned by the ActionAdditional informationChanges in girls’ aspirations about education, employment, and gender equality, and the reasons for changes (e.g., measured in perception surveys or focus group discussion)
Percentage of girls and boys who report that they believe girls should continue to pursue their education/career after getting married (Percentage) Data sourceSurvey to be commissioned by the ActionAdditional informationChanges in boys’ views about girls’ education, employment, and gender equality, and the reasons for changes

Result	Indicators
Outcome Improved use of appropriate teaching and learning resources and school facilities	Average number of students per textbook (disaggregated by grade in primary education, by geographical location - urban/rural/remote, and by subject - mathematics, reading) (Number of) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys such as World Bank: http://siteresources.worldbank.org/INTAFRREGTOPSEIA/Resources/OtherTextbooks.pdfAdditional informationSub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have different rates of access to textbooks.
Percentage of students using a computer at school at least once a week(disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information
Percentage of students using Internet and Educative Media at least once a week (disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information
Portion of the education budget allotted to learning/teaching materials (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information
Percentage of schools with access to electricity per education level (disaggregated by level of education and geographical location - urban/rural/remote) (Percentage) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys.Additional informationPhysical infrastructure is a commonly-collected monitoring indicator on quality of education. Sub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have lower rates of access to basic services. Another important consideration is the reliability of the electricity supply during the school time. If possible measure this aspect too, or at least consider it. (adsbygoogle = window.adsbygoogle \|\| []).push({});
Percentage of schools with access to drinking water per education level (disaggregated by level of education and geographical location - urban/rural/remote) (Percentage) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys.Additional informationPhysical infrastructure is a commonly-collected monitoring indicator on quality of education. Sub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have lower rates of access to basic services.
Percentage of schools with access to latrines/improved sanitation per education level (disaggregated by level of education and geographical location - urban/rural/remote) (Percentage) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys.Additional informationPhysical infrastructure is a commonly-collected monitoring indicator on quality of education. Sub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have lower rates of access to basic services.

Result	Indicators
Outcome Conflict sensitive and disaster risk reduction policies and practices being applied	Out-of-school rate for children & young people in crisis and conflict-affected environments (disaggregated by sex) (Percentage) Data sourceUIS, national statistics, EMIS, Education ClusterAdditional informationPlease specify in the indicator how "young people" are defined in the given country (or what definition will be followed).
Proportion of IDPs and/or refugees attending school (disaggregated by sex) (Percentage) Data sourceUIS, UNHCR, Global Education Cluster, EMISAdditional information
Extent to which the position of conflict-affected population and IDPs is addressed by national education sector plans (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information

Result	Indicators
Output Increased availability of appropriate safe schools, including in remote and conflict affected areas, with a specific focus on accessibility for disadvantaged groups (context specific)	Number of schools/classrooms rehabilitated/constructed with EU support that meet safety and well-being standards (disaggregated by geographical location - region, urban/rural, and by level of education) (Number of) Data sourceProject progress reportsAdditional informationINEE Access and Learning Environment Standard 3: school facilities and services. This includes: location; structure, design and construction (included disaster resistance); design and maintenance of learning space, sanitation facilities, safe water and hygiene promotion, school-based health and nutrition services, referral systems Source: INEE Guidance Notes on Safer School Construction, available in the INEE Toolkit: www.ineesite.org/ toolkit;
Number of schools with gender specific features (e.g. separate latrines for girls, access to water, security in dorms) made available with EU support (Number of) Data sourceProject progress reportsAdditional information
Number of mainstream schools made accessible for students with disabilities (disaggregated by geographical location - region, urban/rural, and by level of education) (Number of) Data sourceProject progress reportsAdditional information
Number of disabled children benefiting from transportation to school provided by the Action (Number of) Data sourceProject progress reportsAdditional information
Number of primary and lower secondary schools supported by this Action in applying a tutoring scheme for the underperforming students based on the results of the national learning assessment (Number of) Data sourceProject progress reportsAdditional information
Number of schools supported by EU that meet protection and well-being standards (Number of) Data sourceProject progress reportsAdditional informationINEE Access and Learning Environment Standard 2: Learning environments are secure and safe, and promote the protection and the psychosocial well-being of learners, teachers and other education personnel. This includes elements such as security and safety; referral systems; risk assessments; SGBV specific measures, access to schools, training on psycho-social well being.
Number of students with access to a computer at school, disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant (Number of) Data sourceProject progress reportsAdditional information
Number of students with access to Internet and Educative Media at school, disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant (Percentage) Data sourceProject progress reportsAdditional information
Number of teachers and school personnel trained periodically by the Action in conflict sensitive education with an increased knowledge (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information(disaggregated by sex, type of contract - teacher or administrator, geographical location - region, urban/rural, and by level of education) Test or evaluation surveys are needed to demonstrate increased knowledge in the topic.

Result	Indicators
Output Improved capacity for education staff deployment and assessment of performance	Status of a framework and standards for education staff assessment (Qualitative) Data sourceProject progress reportsAdditional informationIf the EU-funded Action will help to develop a framework and standards for education staff assessment, then this is an appropriate output-level indicator. Please adjust as needed - specify other regulations/tools that the Action may help design.
Number of education management staff trained by the Action in conducting staff assessment with an increased knowledge (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information(disaggregated by sex, type of contract - teacher or administrator, geographical location - region, urban/rural, and by level of education)Test or evaluation surveys are need to demonstrate increased knowledge in the topic.
Status of work force planning/framework (Qualitative) Data sourceProject progress reports and EMISAdditional information

Result	Indicators
Output Increased pool of qualified teachers, especially in most needed areas (geographic and thematic context)	Number of teachers trained by the Action with increased knowledge in [specify topic] (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationdisaggregated by sex, location, level of education
Status of curriculum for teacher education with components on HIV/AIDS, including counselling (Qualitative) Data sourceCurriculum document, project progress reportsAdditional information

Result	Indicators
Output Improved management skills and practices at school level	Number of school administrators who received management, communication and mediation training with EU support and have increased their knowledge of these topics (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationPlease include more specific training topics if possible, this is just a general example.
Number of teachers having completed the Induction Programme thanks to support of the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information

Result	Indicators
Output Increased availability of curricula, teaching and learning material appropriate to and compatible with learners' context, age, language, and developmental levels	Status of (revised) national education curricula (Qualitative) Data sourceProject progress reportsAdditional informationPlease specify the availability of curricula in minority languages if relevant. To be adapted to the specific context: if already available, the indicator may refer to its revision.
Status of an official textbook for each subject with EU support (Qualitative) Data sourceProject progress reportsAdditional informationPlease specify the availability of official textbooks in minority languages if relevant.
Number of new programmes developed with support of the Action for students with disabilities at [please specify education level] (Number of) Data sourceProject progress reportsAdditional information
Number of students with access to textbooks, workbooks and requisite literature on Braille, on tape/CD or in a minority language with EU support (Number of) Data sourceProject progress reportsAdditional information
Number of schools equipped by the Action with innovative pedagogic equipment (Number of) Data sourceProject progress reportsAdditional information
Number of research studies on innovation in education published with the EU support (Number of) Data sourceResearch reports (adsbygoogle = window.adsbygoogle \|\| []).push({}); Additional information

Result	Indicators
Output Improved development, dissemination and use of evidence-based products on education, including research, innovations, digital solutions and best practices	Number of education officials attending the launch of research studies on innovation in education organized by the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information
Number of teachers trained by the Action with increased knowledge on integrating ICT in their classrooms (disaggregated by sex and level of education) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationTest or evaluation surveys are needed to demonstrate increased knowledge in the topic.
Number of research studies on innovation in education published with the EU support (Number of) Data sourceResearch reportsAdditional information

Result	Indicators
Output Systematic process, tools, financial and technical capacity in place to assess learning outcomes	Status of guidelines and criteria for assessing learning outcomes at different levels of education (Qualitative) Data sourceGuidelines and criteria documentsAdditional information
Number of education officials trained by the Action and having increased their knowledge on good practices in assessing learning outcomes at different levels of education (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information

Result	Indicators
Output Increased awareness and capacity of civil society, parents, local communities, teacher organisations, private sector and other education actors to actively contribute to the education system	Number of civil society representatives, parents, teachers and private sector representatives attending networking events organized by the Action (disaggregated by sex and type of participant) (Number of) Data sourcePlease specify the particular type of event in more detail.Additional information
Number of parents informed by the Action about the role and possibility to join parent councils (where they exist) (Number of) Data sourceProject progress reportsAdditional information
Number of parent councils established with EU support (Number of) Data sourceProject progress reportsAdditional information
Number of civil society organization representatives trained by the Action for implementing or monitoring activities in the field of education (Number of) Data sourceProject progress reportsAdditional information

Result	Indicators
Output Improved national and local capacity for education related data collection, storage and utilisation, including on national EMIS,HR, and FM, with a focus on data disaggregation and ongoing monitoring of learning outcomes	Status of a new national EMIS (Qualitative) Data sourceProject progress reportsAdditional informationThis indicator is relevant at output level if the Action will directly help develop the national EMIS. Otherwise it can be used at outcome (Specific Objective) level.
Number of educational institutions who have updated their information in the system at the beginning of the school year thanks to support of the Action (Number of) Data sourceProject progress reportsAdditional information
Frequency of publication of education data for schools/regions supported by the Action (Days) Data sourceProject progress reportsAdditional information
Level of public accessibility of education data (Qualitative) Data sourceProject progress reportsAdditional information
Number of Ministry of Education policies which have been developed using appropriate analysis done by EMIS thanks to support of the Action (Qualitative) Data sourceProject progress reportsAdditional informationBS induced output indicator

Result	Indicators
Output Improved national and local capacity for public financial management with focus on pro-poor, vulnerable and/or disadvantaged group funding, including at decentralised/local levels where relevant	Number of education officials trained by the Action and having increased their knowledge on management with focus on pro-poor, vulnerable and/or disadvantaged group funding (disaggregated by sex and level of administration) (Number of) Data sourceProject's database of training participantsAdditional informationManagement can include financial management, resources and activity planning and other relevant topics. Please specify if you choose to use this indicator.
Status of affirmative measures in education facilities' budget at local, regional and national levels (Qualitative) Data sourceProject progress reportsAdditional informationThis can include scholarship systems, subsidies, criteria for reduced rates for food and other measures developed with project support
Number of research studies on public financial management with focus on pro-poor, vulnerable and/or disadvantaged group funding, published with the support of this Action (Number of) Data sourceResearch reportsAdditional information

Result	Indicators
Output Improved government regulatory capacity for private provision of education services	Number of government officials at different levels trained by the Action and having increased their knowledge of the modalities of functioning/financing, quality control and good practices in private education (disaggregated by sex) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information
Status of a by-law regulating the private provision of education services (Qualitative) Data sourceProject progress reportsAdditional information

Result	Indicators
Output Strengthened awareness and capacity of education staff and students on gender	Number and percentage of staff trained on gender issues in education (pre-service or in-service) and having increased their knowledge (disaggregated by sex) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information
Number of education staff, children and parents participating in events organized by the Action to support access to education for all children (disaggregated by sex, age and type of participant - teacher, administrator, child) (Number of) Data sourceProject progress reportsAdditional information
Status of school dress codes (Qualitative) Data sourceProject progress reportsAdditional informationThe Action can design and make available school uniforms which can enable girls to participate in sport and active play
Number and type of activities undertaken in schools and other educational institutions that raise awareness about violence against women and girls and promote the rights of women and girls () Data sourceProject progress reportsAdditional information
Number of students who receive sexuality education in school with the support of the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information
Number of teachers trained by the Action in teaching sexuality education (disaggregated by sex) () Data sourceProject's database of training participants, pre- and post-training surveyAdditional information

Result	Indicators
Output Strengthened capacity of education staff and students on disaster risks reduction and prevention	Number of education staff and students trained by the Action with increased knowledge of disaster risk reduction and prevention and crisis management (disaggregated by sex and type of participant - teacher or student) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationThis should include all types of disasters (natural, environmental, war, epidemics, conflicts, civil war).
Number of teachers trained in environmental/climate change subject within the natural science curriculum (Number of) Data sourceAdditional information
Number of disaster risk reduction and prevention plans developed with the support of the Action for specific schools/communities (Number of) Data sourceProject progress reportsAdditional informationThis should include all types of disasters (natural, environmental, war, epidemics, conflicts, civil war).

Inhaltsverzeichnis Show

GERF 1.28 UNESCO Institute for Statistics Youth literacy rate (OPSYS core indicator) (Percentage) Data sourceUIS, Census, Household surveysFor youth and adult literacy, UIS collects most data from national data sources (census or household surveys). Most questionnaires simply ask if the person is literate (self- or household declarations, e.g. a person is defined as literate if he or she can, with understanding, both read and write a short, simple statement on his or her everyday life) rather than pose more comprehensive questions to demonstrate the respondent’s ability to read. In some cases, UIS also provides some estimates for these rates.Additional informationTotal number of young people (ages 15-24) who are identified as literate, as a percentage of all young people of the same age group. Youth literacy rate and adult literacy rate are an indicator for SDG4 (indicator 4.6.1)-Percentage of population in a given age group achieving at least a fixed level of functional literacy.
Adult literacy rate (disaggregated by sex and geographical location - region, urban/rural) (Percentage) Data sourceUIS, Census, Household surveysFor youth and adult literacy, UIS collects most data from national data sources (census or household surveys). Most questionnaires simply ask if the person is literate (self- or household declarations, e.g. a person is defined as literate if he or she can, with understanding, both read and write a short, simple statement on his or her everyday life) rather than pose more comprehensive questions to demonstrate the respondent’s ability to read. In some cases, UIS also provides some estimates for these rates.Additional informationTotal number of adults (ages 15 and over) who are identified as literate, as a percentage of all adults of the same age group. Youth literacy rate and adult literacy rate are an indicator for SDG4 (indicator 4.6.1)-Percentage of population in a given age group achieving at least a fixed level of functional literacy.
Proportion of population 25 and over who hold a) a secondary school diploma, b) a higher education diploma (disaggregated by sex and geographical location - region, urban/rural) (Percentage) Data sourceSDG indicators database and other national sourcesAdditional informationThe highest level of education an individual has successfully completed, i.e. by obtaining a certificate or qualification upon graduation. Breaking down labour market outcomes by the highest level of education attained can reveal the relevance of the education level (primary, lower secondary, etc.), and also show changes in the relevance of education for the labour market over time.
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional numeracy skills (disaggregated by sex and geographical location - region, urban/rural) (Percentage) Data sourceSDG indicators database and other national sourcesAdditional informationSDG indicator 4.6.1, currently a tier II indicator (Indicator conceptually clear, established methodology and standards available but data not regularly produced by countries). So check availability for your country of interest before using.
Transition rate to higher education (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities) (Percentage) Data sourceAdditional information
Proportion of population 25 and over who hold a secondary school diploma who is employed (Percentage) Data sourceAdditional information
Average number of years of schooling for population 25 and over (disaggregated by sex) (Number of) Data sourceUIS National statistics office Household surveysAdditional informationThe highest level of education an individual has successfully completed, i.e. by obtaining a certificate or qualification upon graduation. Breaking down labour market outcomes by the highest level of education attained can reveal the relevance of the education level (primary, lower secondary, etc.), and also show changes in the relevance of education for the labour market over time.
SDG 4.1.2 Primary cohort completion rate (disaggregated by sex, administrative sub-regions, access to Early Childhood Education, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceEFA GMR UIS EMISAdditional informationCalculated as the product (multiplication) of the survival rate to the last grade and the percentage of graduates in the last grade. The percentage of graduates is calculated as follows: the total number of graduates in primary education is divided by the difference between those who enrol that year and those who repeat the following year. Another proxy measure for actual completion since this is based on graduation rates, but these data are not always reported in each country. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
SDG 4.1.2 Primary completion rate or Gross intake rate in the last grade of primary - GIR (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceMICS and DHS, closely coordinated to avoid overlapping data collection in the same country EMISAdditional informationThe number of students of any age entering the last grade of primary school for the first time (excluding repeaters), divided by the number of children of official entrance age for that grade. Also known as the primary completion rate (World Bank). Ratio can exceed 100% if there are over-age or under-age students in the grade. This indicator was the official MDG indicator for measuring completion, in Goal 2 (UPE). Calculating new entrants for a grade is usually done by subtracting repeaters from the number of enrolled students. If data on repeaters are weak, this will impact the GIR and possibly make the ratio higher. Insufficient data on repetition and over-age enrolment have made this a less accurate measure certain years. It exceeded 100% in 44 of the 153 countries with data available, indicating its inaccuracy. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
Survival rate to the last grade of primary (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices MICS EMISAdditional informationThe percentage of all children enrolled in the first grade of primary school who enrol in the last grade of primary education. Also known as ‘Persistence to last grade of primary’. Calculation is based on the “reconstructed” cohort method, which assumes that drop-outs never return to school, and that promotion, repetition and drop-out rates observed over the past two consecutive years remain constant over the period during which the cohort is enrolled in school. Proxy measure for completion. The reconstructed cohort method requires many data points, including the number of enrolments and repeaters in each grade of primary education for a consecutive two-year period. This computation does not account for grade skipping, migration, school transfers and deaths. Re-entering and repeating students are considered to have the same probability of promotion than those who have never dropped out or repeated. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
Survival rate by grade (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices EMISAdditional informationThe percentage of a cohort of students enrolled in the first grade of primary education who are expected to reach a specific grade in an education level, regardless of repetition. Survival rate to the last grade of primary education is sometimes used as a proxy measure for completion. Survival rate to grade 5 is often used in cross-country comparisons, since the number of years of primary education differs from country to country. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Cost of education (i.e. fees, materials/equipment, lunches etc) as a percentage of household expenditure (Percentage) Data sourceUIS, national statistics offices EMISAdditional information
Drop-out rate by grade in primary education/secondary general education (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional informationThe percentage of students from a cohort in a given grade in a school year and who are no longer enrolled in any education the following year. The total drop-out rate for primary or lower secondary general education can be calculated by subtracting the survival rate from 100. As the data are based on two consecutive years, consistency between the data is crucial. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - incl. language minorities - if data collection capacity allows it.
Gross graduation rate, lower or upper secondary (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics officesAdditional informationAlso known as completion rates. For lower secondary: The total number of graduates of lower secondary education, regardless of age, as a percentage of the total population at the theoretical graduation age for that sub-level of education. For upper secondary: Same variant, and in additional includes all programme types (e.g., TVET). For upper secondary, there might be some adjustment at the country level depending on how the sub-level is structured (e.g. based on certificates, programmes providing access to tertiary). Usually data can be disaggregated by sub-levels within the ISCED definition (3A, 3B, 3C). Graduation requirements can include passing an exam or accumulating the number of class hours needed for graduation. Not all countries report graduation rates. Higher student-teacher ratios have been associated with lower rates of lower secondary completion (UIS, 2011).
SDG 4.1.2 Secondary completion rate, lower or upper (disaggregated by sex, access to Early Childhood Education, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceSources for 1): UIS WB - From administrative records EMISSources for 2): MICS DHS - From household surveysAdditional information Method 1): Total number of students enrolled in the last grade of the sub-level (excluding repeaters) as a percentage of the total number of students expected to be completing the sub-level per the official completion age.Method 2): Total number of students completing (or graduating from) the final year of lower (or upper) secondary education, regardless of age, as a percentage of the total population of the official lower (or upper) secondary graduation age. Can be calculated for adults: this calculation is usually based on the number of people 20 years or older who have completed the last grade of secondary education (or higher) as a percentage of the total population 20 years or older. This completion rate can exceed 100% if there are many over-age students in the last grade of secondary school. This measure does not exclude repeaters. High repetition rates will increase the lower/upper secondary completion rate. Adjusting for repeating graduates will reduce the rate.
Transition rate to secondary education (Percentage) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities - if relevant)Also known as the progression rate to secondary school. This is the total number of new entrants to the first grade of secondary education (general programmes only) in a given year, as a percentage of the number of students enrolled in the final grade of primary education in the previous year. Transition is defined as the movement from one education level to another. The indicator measures transition to secondary general education only. It includes repeaters at both primary and secondary levels. Very relevant for gender parity in many countries, as drop-outs tend to occur at this point. The rate can be calculated based on several criteria for selecting age groups of those who have completed primary education: (i) adult population (15+); (ii) young people aged 15-24 years; or (iii) children who are 3-7 years older than the primary school graduation age (to account for over-age students).
Percentage of children/young people (i) in Grade 2/3, (ii) at the end of primary and (iii) at end of lower secondary achieving at least a minimum proficiency level in (a) reading and (b) mathematics (Percentage) Data sourceRegional assessments such as LLECE, SACMEQ, PASEC) and international, (e.g. PIRLS, PISA, TIMSS) Student assessment studies including EGRA-typeAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities - if relevant)Oral Reading Fluency (ORF) is a measure frequently used to demonstrate reading proficiency (words read correctly in one minute). While the Technical Advisory Group for the SDG indicators was generally in agreement on the indicator, there was not a consensus on including early grades as one of the points of measure.
Repetition rate by grade in primary education/lower secondary general education (Percentage) Data sourceUIS, national statistics offices MICS (per education level) and DHS (per education level), closely coordinated to avoid overlapping data collection in the same countryAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, access to ECE, wealth quintile, maternal education level, disability status, migration status and minority groups - incl. language minorities - if relevant)The percentage of students from a cohort enrolled in a given grade and who study in the same grade in the following school year. The repetition rate is one of the key indicators used for projecting student flows. Repetitions rates help describe the internal efficiency of the education system by describing the flow of students from one grade to another. The data are based on two consecutive years.
Educational wastage rate by level of education (Percentage) Data sourceUIS, national ministry of education, national statistics officesAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, maternal education level, disability status, migration status and minority groups - incl. language minorities - if relevant)Wastage is a term used to calculate inefficiency due to drop-out and repetition. If we consider a 6-year education cycle, the normal pathway would require a student to take 6 years to complete. Each repeated grade or each student dropping out could be seen – from an economic standpoint – as a waste of resources. It is measured by dividing the actual number of years to complete a given cycle by the intended number of years.
Number of years of school life expectancy - SLE (Number of) Data sourceUIS, national ministry of education, national statistics officesAdditional information(disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, access to ECE, wealth quintile, maternal education level, and disability status, migration status and minority groups - incl. language minorities - if relevant)Total number of years a child of school entrance age is expected to spend in school, including higher education institution. Takes into account years spent repeating a grade. Usually disaggregated by sex and level of education. The SLE will be lower as the number of out-of-school children increases. SLE should be examined with grade-specific repetition rates.
Total number of hours spent in class with a teacher (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Number of) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional informationAlso known as engaged time. Can be presented as a percentage of overall time as well. Measure of time students spend on academic activities or learning time in school with a teacher as a percentage of total time in school. Total time in school is usually calculated as official length of the school year (measured in days or hours). Allotted time in school for learning can be reduced because of teacher absenteeism, student absenteeism, school closed, poor management of the school day or classroom activity, time spent on non-academic activities (e.g. cleaning, celebrations). Related to learning productivity and classroom effectiveness, but has a more questionable relationship with education quality and learning outcomes. An important indicator for examining school efficiency. Large losses in engaged time raise issues of governance, monitoring, and the skill level of teachers.
Percentage of children who have access to early childhood education (ECE) learning programmes (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUNICEF http://www.childinfo.org/ecd_support.phpAdditional informationPercentage of children ages 3 and 4 (up to 59 months) who are attending an early childhood programme, whether or not such activities are considered part of the school system. Does not refer to programmes offering only babysitting or child-minding. This indicator is collected in countries which have conducted the MICS household survey (by UNICEF). Mothers usually answer the survey. UNICEF data are disaggregated by sex, wealth, mother’s education level, and location. A variant of this indicator will be used for SDG4 where it is indicator 4.2.2 (Participation rate in organized learning one year before the official primary entry age). This indicator also serves as an alternative to the UIS indicator or pre-primary gross enrolment mentioned below. Rates will differ if both indicators are available in a country, as this one is based on a household survey, while the UIS data are compiled from a variety of sources (mostly administrative, i.e. from government census). Could be used as a baseline results/output indicator (per the EU guidance on indicators). Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Percentage of pupils within [x] kilometres of a school (Percentage) Data sourceNational education ministry (EMIS), school registersAdditional informationPlease specify the number of km.
Educational places as percentage of eligible pupils (Percentage) Data sourceNational education ministry (EMIS), school registersAdditional information
SDG 4.2.2 Participation rate in organized learning - one year before the official primary entry age (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (OPSYS core indicator) (Percentage) Data sourceSDG indicators databaseAdditional informationSDG indicator 4.2.2, currently a tier I indicator. Custodian agencies: UNESCO-UIS Partner agencies: UNICEF, OECD. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Gross enrolment rate - GER (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national education ministry (EMIS)Additional informationTotal number of children enrolled in a certain education level, regardless of age, as a percentage of the total population in the relevant official school age group. Programmes can be public or private. GER can be over 100% when there is a large enrolment of children younger or older than the official school age. Usually disaggregated by sex, geographical location (region, urban/rural) and by level of education. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Net/Adjusted net enrolment rate - NER/ANER (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national education ministry (EMIS)Additional informationNER counts the total number of enrolled children who are of the official school age group for an education level, as a percentage of the total population of the official school age group for that level; the primary ANER counts children of the official school age group for primary education who are enrolled in either primary or secondary education. SDG4 includes universal completion of primary education as an indicator but unlike MDG 2, it does not include an overall reference to universal primary education (which is measured against the NER and, more recently, the ANER). The number of out of school children of primary school age is derived from the ANER: 100% ANER% = out of school rate. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - including language minorities - if data collection capacity allows it.
Number of out-of-school children by age group (disaggregated by sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Number of) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional informationNumber of children in the official school age range who are not enrolled in either primary or secondary education. Also known as out-of-school children in school age. The age for this group usually ranges from from 6 to 15 years, but it is defined by country policy for the duration of lower secondary education (from 2 to 6 years). So check for your own country. Cross-country comparisons need to consider length of lower secondary programme. Defining out-of-school children for upper secondary may require data which are not reliable or available. So check for your country. Children of primary school age who are enrolled in pre-primary education are considered out of school. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - included language minorities - if data collection capacity allows it.
Proportion of school aged children out of school (disaggregated by age group, sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceUIS, national statistics offices MICS and DHS, closely coordinated to avoid overlapping data collection in the same countryAdditional informationProportion of school aged children who are not enrolled in either primary or secondary education. It is calculated by dividing the total number of out-of-school children (see the indicator above) by the total population of the total population of school aged children and multiplied by 100. Some out-of-school children have attended but dropped out; others have never attended. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - included language minorities - if data collection capacity allows it.
Number of students enrolled in after-school care for secondary school students (disaggregated by sex) (Number of) Data sourceNational education ministry (EMIS), school registersAdditional information
Number of students benefitting from tutoring support for underperforming students at [please specify] education level (disaggregated by age group, sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Number of) Data sourceNational education ministry (EMIS), school registersAdditional informationPlease specify the relevant level of education
Proportion of youth (aged 15–24 years) not in education, employment or training - NEET (disaggregated by age group, sex, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceSDG indicators database and other national sourcesAdditional informationSDG indicator 8.6.1, currently a tier I indicator. Please include additional disaggregation by maternal education level, disability status, migration status and minority groups - included language minorities - if data collection capacity allows it.The indicator is calculated as follows: NEET rate = (Youth – Youth in employment – Youth not in employment but in education or training) / Youth *100. It is important to note here that youth both in employment and education or training simultaneously should not be double counted when subtracted from the total number of youth. The formula can also be expressed as: NEET rate = ((Unemployed youth + Youth outside the labour force) – (Unemployed youth in education or training + Youth outside the labour force in education or training)) / Youth *100.
Number of years of pre-service or in-service training acquired by teachers (disaggregated by sex, language/ethnicity origin and contract type) (Number of) Data sourceNational education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staff. For example, see Education International and Oxfam Novib (2011), Quality Educators: An International Study of Teacher Competences and Standards, http://download.ei-ie.org/Docs/WebDepot/Quality%20Educators.pdf. THE OECD’s Teaching and Learning International Survey (TALIS), available for 2008 and 2013, has surveyed teachers at lower secondary school level. Programme in International Student Assessment 2015 (PISA) run by the OECD has an optional teacher questionnaire.Additional informationUsually measured by total years of education or highest education level completed. Teachers can achieve qualified status through a pre-service training course or an in-service course which leads to a certificate or qualification. Some in-service courses do not lead to qualifications but support continuing professional development. This indicator informs on teacher quality, especially when compared with the minimum qualifications (e.g. number of years of pre-service and/or in-service education) required for acquiring teacher certification.
Percentage of pre-primary teachers with teachers’ qualification (disaggregated by sex) (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of teachers recruited by certification and/or competitive exams (Percentage) Data sourceNational education ministry (EMIS)Additional information
Average qualification of teachers at each educational level (Qualitative) Data sourceNational education ministry (EMIS)Additional information
Pupil/teacher ratio; pupil/trained teacher ratio - PTR/PTTR (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Percentage) Data sourceUIS, national education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staffAdditional informationPTR: total number of pupils (full-time) divided by the total number of full-time equivalent teachers at a specific grade or level of education. PTTR: Similar to PTR but divides the total number of pupils by the total number of trained teachers at a specific grade or level of education. While the PTR indicates a concern about reducing the number of children per teacher, it can hide problems such as hiring untrained teachers to fill teacher shortages. The PTTR thus shows a greater commitment to maintaining education quality. These ratios are used mostly for analysing quality in primary education. Low official PTRs in secondary education mask a number of other issues and may not necessarily relate to similar class sizes. At the secondary level, data on PTTR are less frequent.
Teacher absenteeism rate (disaggregated by sex, number of days absent, type of absence - authorised or not, type of contract, sex, location of school) (Percentage) Data sourceUIS, national education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staffAdditional informationThe percentage of teachers absent during a selected period (e.g. previous week) as part of the total number of teachers working at that time. Absences can be distinguished by their type (authorised or not). High levels of absenteeism are indicative of school system dysfunctions (e.g. lack of education authority, weak management and administration, poor accountability, low motivation, deficiencies in deployment/allocation policies) or the impact of HIV/AIDS on the workforce.
Teacher attrition rate by level of education (disaggregated by sex, level of education, geographical location - region, rural/urban, by type of institution - public/private, by teacher age groups and teacher qualifications) (Percentage) Data sourceUIS Education Administrative data from schools and human resources records on educational personnel.Additional informationNumber of leavers is estimated by subtracting the number of teachers in year t from those in year t-1 and adding the number of new entrants to the teaching workforce in year t. The attrition rate is the number of leavers expressed as a percentage of the total number of teachers in year t-1. A high value indicates high levels of teacher turnover which can be disruptive for the learning of students. Where teachers teach for 30-40 years, the attrition rate will be well below 5%. Attrition rates above 10% indicate that the average teaching career lasts only 10 years. In calculating this indicator, care should be exercised to avoid double counting regarding teachers that teach more than one level of education. Also, the existence of part-time teaching, school-shifts, multi-grade classes and other practices that may affect the precision of the number of teachers and the new entrants to the teaching profession should be taken into account.
Total number of hours spent in class with a teacher (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Number of) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional informationAlso known as engaged time. Measure of time students spend on academic activities or learning time in school. Allotted time in school for learning can be reduced because of teacher absenteeism, student absenteeism, school closed, poor management of the school day or classroom activity, time spent on non-academic activities (e.g. cleaning, celebrations). Related to learning productivity and classroom effectiveness, but has a more questionable relationship with education quality and learning outcomes. An important indicator for examining school efficiency. Large losses in engaged time raise issues of governance, monitoring, and the skill level of teachers.
Proportion of total time in school spent with the teacher (disaggregated by level of education, type of institution - private/public, and geographical location - region, urban/rural) (Percentage) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional informationTotal number of hours spent in class with a teacher (see the indicator above) as a proportion of the total time in school. Total time in school is usually calculated as official length of the school year (measured in days or hours).
Percentage of primary teachers in school with teacher training college degree (Percentage) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional information
Percentage of teachers who have completed nationally required training programmes (disaggregated by sex, level of education, type of institution - private/public, and geographical location - region, urban/rural) (Percentage) Data sourceUIS, national education ministry (EMIS). For 60 countries, UIS produces detailed information on working conditions, salaries and qualifications of teachers, as well as projections of global demand for primary teachers, teacher characteristics; attrition and staff turnover; training and qualifications; salary and incentives; and teacher workload. This can be found in the UIS eAtlas of Teachers: http://www.tellmaps.com/uis/teachers/index.jsp#!/tellmap/1381436086/4Additional informationThe percentage of all teachers in an education level who have become qualified by completing the minimum organised/certified teacher training (whether in-service or pre-service) that is required for teaching at that specific education level in that country. There are no international norms or standards, and few regional ones on qualifications. The quality of training is also variable across and within countries. Certification levels vary by country, so cross-country comparisons do not take into account the differences in qualifications. The percentage of teachers who are trained indicates the country’s commitment to training and hiring for improving education quality. Trained teachers are generally associated with higher pupil learning outcomes. Difficult measure to use over time within a country, as needs to include information on whether minimum qualification rules have changed. That is, a sudden increase in trained teachers could reflect the lowering of qualifications required.
Status of a nationally-representative learning assessment (i) in the early grades of primary (2/3), (ii) at the end of primary and (iii) at the end of lower secondary to kove dont know where (Qualitative) Data sourceUIS (Observatory of Learning Outcomes) World Bank SABER-Student AssessmentAdditional informationStatus of of a nationally representative learning assessment may also serve initially as a proxy for improved learning outcomes during an interim period as baselines are developed and tests are validated. Standards have not yet been agreed for all assessments, national, regional and international, including early grades, end of primary and end of lower secondary. This is crucial for improving the quality of assessments and the measurement of learning outcomes. (adsbygoogle = window.adsbygoogle || []).push({});
Proportion of pupils whose learning has been assessed in a timely manner according to the national learning assessment framework (Percentage) Data sourceEMIS systemsAdditional informationAssessment framework may be at various levels of development, and vary between countries
Proportion of total educational expenditure per education level to a) pre-primary, b) primary, c) secondary, d) higher education (Percentage) Data sourceUISAdditional informationThe proportion of total public (current) expenditure per level of education. Not all countries will include pre-primary education or TVET in this calculation, if these levels are not part of the ministry of education’s budget. Indicates a government’s interest in one level of education compared with the other levels. Analysis could be improved if the size of the student population for each level would be taken into account. Public expenditure can be for both public and private institutions.
Percentage of teachers whose performance is assessed annually (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of national budget expenditures related to Education Action Plan activities (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of schools with the participation of parents in the management of the school (Percentage) Data sourceNational education ministry (EMIS)Additional information
Percentage of schools equipped with board of trustees and/or board of management that ensure better transparency, accountability, and targeting of parental contributions to schools (Percentage) Data sourceNational education ministry (EMIS)Additional information
Number of provincial and district education offices being awarded ISO 9001 accreditation or completion of ISO 9001 process with high Public Financial Management focus (Number of) Data sourceNational education ministry (EMIS)Additional information
Public expenditure per pupil as a percentage of GDP per capita (all levels/per level of education) (Percentage) Data sourceUISAdditional informationTotal expenditure on public education divided by the total number of students enrolled as a percentage of GDP per capita (GDP divided by total population). This can be calculated for all education levels or for each level independently. Not all countries will include pre-primary education or TVET in this calculation, if these levels are not part of the ministry of education’s budget. Indicator can exceed 100% in the case where the GDP per capita is lower than the expenditure per pupil. Interpretation of this indicator is difficult as it needs to be compared with enrolment ratios. A high value could indicate a high investment on each student, as well as low enrolment.
Teacher salary as a proportion of GDP per capita (civil servants and contract teachers) (disaggregated by education level, sex, contract type, institution type, geographical location - urban/rural/remote) (Percentage) Data sourceIn Africa, Pôle de Dakar database breaks down contract versus civil servants. OECD/WEI countriesAdditional informationThe amount paid to teachers relative to the country’s available resources per person (as proxied by GDP per capita). Allows for comparison among countries with wide income disparities. A country with a high value could be devoting a large share of its resources to teacher salaries, even if the total amount spent is lower than that of another country. Often the percentage in developing countries is higher than in developed countries because developed countries have greater productivity in the service sector, which has a bigger share in the economy, and average incomes for workers in that sector are higher. A 2001 study by the World Bank ("Achieving Universal Primary Education by 2015: A Chance for Every Child") recommended that a primary school teacher’s salary should not exceed 3.5 times GDP per capita, as per countries with the highest completion rates. For a study on teacher salaries as they relate to policy, see Siniscalco, Maria Teresa (2004), ‘Teachers’ salaries,’ Background paper prepared for the Education for All Global Monitoring Report 2005 The Quality Imperative, http://unesdoc.unesco.org/images/0014/001466/146696e.pdf
Proportion of teachers whose salary is paid on time according to national schedule (Percentage) Data sourcenational statistics offices, national education ministryAdditional informationIndicator to be adapted on national context
Percentage of audited institutions reducing accountancy errors/fraud /losses/unaccountable funds (Percentage) Data sourceReport from the ministry of educationAdditional informationIndicator to be adapted on national context
Percentage of teachers' salaries paid through bank account (Percentage) Data sourceReport from the ministry of educationAdditional information
Total public expenditure on education as percentage of GDP or of total government expenditure (Percentage) Data sourceUIS, national statistics offices, ministry of financeAdditional informationPublic spending at all levels of education, as a percentage of total public/government expenditure. This can also be calculated as a percentage of GDP, which is a calculation of a country’s wealth in a given year. Not all countries will include pre-primary education or TVET in this calculation, if these levels are not part of the ministry of education’s budget. Considered an indication of the priority a government gives to education compared with other investments. Public expenditure on education can be for both public and private institutions. However, this does not capture private (household) spending, which can also be factored into education expenditure. Current threshold recommendation is 6%. Proposed as a post-2015 goal with benchmarks: allocating 4-6% of GDP and 15-20% of public total government expenditure to education.
Gender parity index - GPI (disaggregated by geographical location - region, urban/rural, type of institution - public/private, and by level of education) - () Data sourceUIS (http://uis.unesco.org/en/topic/equity-education), national education ministry (EMIS), WIDE (http://www.education-inequalities.org/)Additional informationThe GPI is the ratio of female to male values for a given indicator. The GPI measures progress towards gender parity in education, whether in participation, completion, learning assessments, etc. GPI of the GER is used for measuring gender parity in primary and secondary education. This is one sub-dimension of the parity indices (see above the indicator on ST Outcome: Increased access to inclusive and equitable ECE, Primary, Secondary and Higher Education
Share of women among teachers and in management/leadership positions in schools (disaggregated by level of education, geographical location - region, rural/urban, type of institution - public/private, age groups and teacher qualifications) (Percentage) Data sourceUIS, national education ministry (EMIS), school registers, teacher records, school census or special surveys on teaching staffAdditional information The percentage of all teachers who are female at a given level of education in a given school year. The percentage of female teachers sheds light on several policy issues: (i) are women accessing secondary education in significant numbers; (ii) are women being encouraged to become teachers, and (iii) are female teachers providing role models for girls in education and supporting their specific learning needs. UIS also measures the percentage of women among all newly recruited teachers by education level and by training status (for African countries).
Status of gender analysis of teaching and learning materials (e.g., the promotion of gender equality and positive images of girls and boys, and their abilities and aspirations) (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information
Extent to which national curricula is unbiased, non-discriminatory and preventive of all forms of gender-based violence (GBV) (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information
Extent to which educational institutions provide private and safe sanitation and boarding facilities for girls and boys and housing for female teachers in rural and remote areas (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional informationThis indicator could also be turned into a quantitative indicator (% of educational institutions…)
Existence of a national policy on GBV in (and to/from) schools that specifically considers risks to girls, boys, young women and men (Qualitative) Data sourceProgress reports for the ActionAdditional information
Percentage of girls and boys who believe girls should go to university (Percentage) Data sourceSurvey to be commissioned by the ActionAdditional informationChanges in girls’ aspirations about education, employment, and gender equality, and the reasons for changes (e.g., measured in perception surveys or focus group discussion)
Percentage of girls and boys who report that they believe girls should continue to pursue their education/career after getting married (Percentage) Data sourceSurvey to be commissioned by the ActionAdditional informationChanges in boys’ views about girls’ education, employment, and gender equality, and the reasons for changes
Average number of students per textbook (disaggregated by grade in primary education, by geographical location - urban/rural/remote, and by subject - mathematics, reading) (Number of) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys such as World Bank: http://siteresources.worldbank.org/INTAFRREGTOPSEIA/Resources/OtherTextbooks.pdfAdditional informationSub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have different rates of access to textbooks.
Percentage of students using a computer at school at least once a week(disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information
Percentage of students using Internet and Educative Media at least once a week (disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant) (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information
Portion of the education budget allotted to learning/teaching materials (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information
Percentage of schools with access to electricity per education level (disaggregated by level of education and geographical location - urban/rural/remote) (Percentage) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys.Additional informationPhysical infrastructure is a commonly-collected monitoring indicator on quality of education. Sub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have lower rates of access to basic services. Another important consideration is the reliability of the electricity supply during the school time. If possible measure this aspect too, or at least consider it. (adsbygoogle = window.adsbygoogle || []).push({});
Percentage of schools with access to drinking water per education level (disaggregated by level of education and geographical location - urban/rural/remote) (Percentage) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys.Additional informationPhysical infrastructure is a commonly-collected monitoring indicator on quality of education. Sub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have lower rates of access to basic services.
Percentage of schools with access to latrines/improved sanitation per education level (disaggregated by level of education and geographical location - urban/rural/remote) (Percentage) Data sourceMinistry of education reports to be requested by the Action; UIS for certain African countries; specific surveys.Additional informationPhysical infrastructure is a commonly-collected monitoring indicator on quality of education. Sub-national disparities are important to consider for this data, as rural, remote or poor areas tend to have lower rates of access to basic services.
Out-of-school rate for children & young people in crisis and conflict-affected environments (disaggregated by sex) (Percentage) Data sourceUIS, national statistics, EMIS, Education ClusterAdditional informationPlease specify in the indicator how "young people" are defined in the given country (or what definition will be followed).
Proportion of IDPs and/or refugees attending school (disaggregated by sex) (Percentage) Data sourceUIS, UNHCR, Global Education Cluster, EMISAdditional information
Extent to which the position of conflict-affected population and IDPs is addressed by national education sector plans (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information
Number of schools/classrooms rehabilitated/constructed with EU support that meet safety and well-being standards (disaggregated by geographical location - region, urban/rural, and by level of education) (Number of) Data sourceProject progress reportsAdditional informationINEE Access and Learning Environment Standard 3: school facilities and services. This includes: location; structure, design and construction (included disaster resistance); design and maintenance of learning space, sanitation facilities, safe water and hygiene promotion, school-based health and nutrition services, referral systems Source: INEE Guidance Notes on Safer School Construction, available in the INEE Toolkit: www.ineesite.org/ toolkit;
Number of schools with gender specific features (e.g. separate latrines for girls, access to water, security in dorms) made available with EU support (Number of) Data sourceProject progress reportsAdditional information
Number of mainstream schools made accessible for students with disabilities (disaggregated by geographical location - region, urban/rural, and by level of education) (Number of) Data sourceProject progress reportsAdditional information
Number of disabled children benefiting from transportation to school provided by the Action (Number of) Data sourceProject progress reportsAdditional information
Number of primary and lower secondary schools supported by this Action in applying a tutoring scheme for the underperforming students based on the results of the national learning assessment (Number of) Data sourceProject progress reportsAdditional information
Number of schools supported by EU that meet protection and well-being standards (Number of) Data sourceProject progress reportsAdditional informationINEE Access and Learning Environment Standard 2: Learning environments are secure and safe, and promote the protection and the psychosocial well-being of learners, teachers and other education personnel. This includes elements such as security and safety; referral systems; risk assessments; SGBV specific measures, access to schools, training on psycho-social well being.
Number of students with access to a computer at school, disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant (Number of) Data sourceProject progress reportsAdditional information
Number of students with access to Internet and Educative Media at school, disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant (Percentage) Data sourceProject progress reportsAdditional information
Number of teachers and school personnel trained periodically by the Action in conflict sensitive education with an increased knowledge (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information(disaggregated by sex, type of contract - teacher or administrator, geographical location - region, urban/rural, and by level of education) Test or evaluation surveys are needed to demonstrate increased knowledge in the topic.
Status of a framework and standards for education staff assessment (Qualitative) Data sourceProject progress reportsAdditional informationIf the EU-funded Action will help to develop a framework and standards for education staff assessment, then this is an appropriate output-level indicator. Please adjust as needed - specify other regulations/tools that the Action may help design.
Number of education management staff trained by the Action in conducting staff assessment with an increased knowledge (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information(disaggregated by sex, type of contract - teacher or administrator, geographical location - region, urban/rural, and by level of education)Test or evaluation surveys are need to demonstrate increased knowledge in the topic.
Status of work force planning/framework (Qualitative) Data sourceProject progress reports and EMISAdditional information
Number of teachers trained by the Action with increased knowledge in [specify topic] (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationdisaggregated by sex, location, level of education
Status of curriculum for teacher education with components on HIV/AIDS, including counselling (Qualitative) Data sourceCurriculum document, project progress reportsAdditional information
Number of school administrators who received management, communication and mediation training with EU support and have increased their knowledge of these topics (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationPlease include more specific training topics if possible, this is just a general example.
Number of teachers having completed the Induction Programme thanks to support of the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information
Status of (revised) national education curricula (Qualitative) Data sourceProject progress reportsAdditional informationPlease specify the availability of curricula in minority languages if relevant. To be adapted to the specific context: if already available, the indicator may refer to its revision.
Status of an official textbook for each subject with EU support (Qualitative) Data sourceProject progress reportsAdditional informationPlease specify the availability of official textbooks in minority languages if relevant.
Number of new programmes developed with support of the Action for students with disabilities at [please specify education level] (Number of) Data sourceProject progress reportsAdditional information
Number of students with access to textbooks, workbooks and requisite literature on Braille, on tape/CD or in a minority language with EU support (Number of) Data sourceProject progress reportsAdditional information
Number of schools equipped by the Action with innovative pedagogic equipment (Number of) Data sourceProject progress reportsAdditional information
Number of research studies on innovation in education published with the EU support (Number of) Data sourceResearch reports (adsbygoogle = window.adsbygoogle || []).push({}); Additional information
Number of education officials attending the launch of research studies on innovation in education organized by the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information
Number of teachers trained by the Action with increased knowledge on integrating ICT in their classrooms (disaggregated by sex and level of education) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationTest or evaluation surveys are needed to demonstrate increased knowledge in the topic.
Number of research studies on innovation in education published with the EU support (Number of) Data sourceResearch reportsAdditional information
Status of guidelines and criteria for assessing learning outcomes at different levels of education (Qualitative) Data sourceGuidelines and criteria documentsAdditional information
Number of education officials trained by the Action and having increased their knowledge on good practices in assessing learning outcomes at different levels of education (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information
Number of civil society representatives, parents, teachers and private sector representatives attending networking events organized by the Action (disaggregated by sex and type of participant) (Number of) Data sourcePlease specify the particular type of event in more detail.Additional information
Number of parents informed by the Action about the role and possibility to join parent councils (where they exist) (Number of) Data sourceProject progress reportsAdditional information
Number of parent councils established with EU support (Number of) Data sourceProject progress reportsAdditional information
Number of civil society organization representatives trained by the Action for implementing or monitoring activities in the field of education (Number of) Data sourceProject progress reportsAdditional information
Status of a new national EMIS (Qualitative) Data sourceProject progress reportsAdditional informationThis indicator is relevant at output level if the Action will directly help develop the national EMIS. Otherwise it can be used at outcome (Specific Objective) level.
Number of educational institutions who have updated their information in the system at the beginning of the school year thanks to support of the Action (Number of) Data sourceProject progress reportsAdditional information
Frequency of publication of education data for schools/regions supported by the Action (Days) Data sourceProject progress reportsAdditional information
Level of public accessibility of education data (Qualitative) Data sourceProject progress reportsAdditional information
Number of Ministry of Education policies which have been developed using appropriate analysis done by EMIS thanks to support of the Action (Qualitative) Data sourceProject progress reportsAdditional informationBS induced output indicator
Number of education officials trained by the Action and having increased their knowledge on management with focus on pro-poor, vulnerable and/or disadvantaged group funding (disaggregated by sex and level of administration) (Number of) Data sourceProject's database of training participantsAdditional informationManagement can include financial management, resources and activity planning and other relevant topics. Please specify if you choose to use this indicator.
Status of affirmative measures in education facilities' budget at local, regional and national levels (Qualitative) Data sourceProject progress reportsAdditional informationThis can include scholarship systems, subsidies, criteria for reduced rates for food and other measures developed with project support
Number of research studies on public financial management with focus on pro-poor, vulnerable and/or disadvantaged group funding, published with the support of this Action (Number of) Data sourceResearch reportsAdditional information
Number of government officials at different levels trained by the Action and having increased their knowledge of the modalities of functioning/financing, quality control and good practices in private education (disaggregated by sex) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information
Status of a by-law regulating the private provision of education services (Qualitative) Data sourceProject progress reportsAdditional information
Number and percentage of staff trained on gender issues in education (pre-service or in-service) and having increased their knowledge (disaggregated by sex) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information
Number of education staff, children and parents participating in events organized by the Action to support access to education for all children (disaggregated by sex, age and type of participant - teacher, administrator, child) (Number of) Data sourceProject progress reportsAdditional information
Status of school dress codes (Qualitative) Data sourceProject progress reportsAdditional informationThe Action can design and make available school uniforms which can enable girls to participate in sport and active play
Number and type of activities undertaken in schools and other educational institutions that raise awareness about violence against women and girls and promote the rights of women and girls () Data sourceProject progress reportsAdditional information
Number of students who receive sexuality education in school with the support of the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information
Number of teachers trained by the Action in teaching sexuality education (disaggregated by sex) () Data sourceProject's database of training participants, pre- and post-training surveyAdditional information
Number of education staff and students trained by the Action with increased knowledge of disaster risk reduction and prevention and crisis management (disaggregated by sex and type of participant - teacher or student) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationThis should include all types of disasters (natural, environmental, war, epidemics, conflicts, civil war).
Number of teachers trained in environmental/climate change subject within the natural science curriculum (Number of) Data sourceAdditional information
Number of disaster risk reduction and prevention plans developed with the support of the Action for specific schools/communities (Number of) Data sourceProject progress reportsAdditional informationThis should include all types of disasters (natural, environmental, war, epidemics, conflicts, civil war).
What is an indicator of effective curriculum?
What is the most important determinant of the quality and effectiveness of early childhood programs?
Which of the following is a content area in early childhood development?
What is assessment in ECE NZ?

What is an indicator of effective curriculum?

Indicators of effective curriculum Curriculum is evidence-based. • Valued content is learned through investigation and focused, intentional teaching. • Curriculum builds on prior learning and experiences.

What is the most important determinant of the quality and effectiveness of early childhood programs?

the daily interaction among teachers and children is the most important determinant of the quality and effectiveness of programs from infancy through primary grades. the score indicates how well teachers use a variety of teaching strategies to promote children's concept development and higher-order thinking.

Which of the following is a content area in early childhood development?

The curriculum is based upon Key Developmental Indicators (KDIs) and are 58 skills organized under the five content areas of: Approaches to Learning; Language, Literacy, and Communication; Social and Emotional Development; Physical Development, Health, and Well-Being; and Arts and Sciences.

What is assessment in ECE NZ?

Assessment in ECE serves multiple purposes, including: evaluating and improving pedagogies and practices, and the programme. analysing and improving the physical environment. appraising and improving teacher-child and peer interactions. enhancing relationships with families and whānau.

indicator effective early childhood curriculum

Which of the following is not an indicator of effective early childhood curriculum?

Proportion of population 25 and over who hold a secondary school diploma who is employed (Percentage) Data sourceAdditional information

Cost of education (i.e. fees, materials/equipment, lunches etc) as a percentage of household expenditure (Percentage) Data sourceUIS, national statistics offices EMISAdditional information

Percentage of pupils within [x] kilometres of a school (Percentage) Data sourceNational education ministry (EMIS), school registersAdditional informationPlease specify the number of km.

Educational places as percentage of eligible pupils (Percentage) Data sourceNational education ministry (EMIS), school registersAdditional information

Number of students enrolled in after-school care for secondary school students (disaggregated by sex) (Number of) Data sourceNational education ministry (EMIS), school registersAdditional information

Percentage of pre-primary teachers with teachers’ qualification (disaggregated by sex) (Percentage) Data sourceNational education ministry (EMIS)Additional information

Percentage of teachers recruited by certification and/or competitive exams (Percentage) Data sourceNational education ministry (EMIS)Additional information

Average qualification of teachers at each educational level (Qualitative) Data sourceNational education ministry (EMIS)Additional information

Percentage of primary teachers in school with teacher training college degree (Percentage) Data sourceUIS, national education ministry (EMIS), special research and surveysAdditional information

Proportion of pupils whose learning has been assessed in a timely manner according to the national learning assessment framework (Percentage) Data sourceEMIS systemsAdditional informationAssessment framework may be at various levels of development, and vary between countries

Percentage of teachers whose performance is assessed annually (Percentage) Data sourceNational education ministry (EMIS)Additional information

Percentage of national budget expenditures related to Education Action Plan activities (Percentage) Data sourceNational education ministry (EMIS)Additional information

Percentage of schools with the participation of parents in the management of the school (Percentage) Data sourceNational education ministry (EMIS)Additional information

Percentage of schools equipped with board of trustees and/or board of management that ensure better transparency, accountability, and targeting of parental contributions to schools (Percentage) Data sourceNational education ministry (EMIS)Additional information

Number of provincial and district education offices being awarded ISO 9001 accreditation or completion of ISO 9001 process with high Public Financial Management focus (Number of) Data sourceNational education ministry (EMIS)Additional information

Proportion of teachers whose salary is paid on time according to national schedule (Percentage) Data sourcenational statistics offices, national education ministryAdditional informationIndicator to be adapted on national context

Percentage of audited institutions reducing accountancy errors/fraud /losses/unaccountable funds (Percentage) Data sourceReport from the ministry of educationAdditional informationIndicator to be adapted on national context

Percentage of teachers' salaries paid through bank account (Percentage) Data sourceReport from the ministry of educationAdditional information

Status of gender analysis of teaching and learning materials (e.g., the promotion of gender equality and positive images of girls and boys, and their abilities and aspirations) (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information

Extent to which national curricula is unbiased, non-discriminatory and preventive of all forms of gender-based violence (GBV) (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information

Existence of a national policy on GBV in (and to/from) schools that specifically considers risks to girls, boys, young women and men (Qualitative) Data sourceProgress reports for the ActionAdditional information

Portion of the education budget allotted to learning/teaching materials (Percentage) Data sourceMinistry of education reports to be requested by the ActionAdditional information

Proportion of IDPs and/or refugees attending school (disaggregated by sex) (Percentage) Data sourceUIS, UNHCR, Global Education Cluster, EMISAdditional information

Extent to which the position of conflict-affected population and IDPs is addressed by national education sector plans (Qualitative) Data sourceAnalysis to be commissioned by the ActionAdditional information

Number of schools with gender specific features (e.g. separate latrines for girls, access to water, security in dorms) made available with EU support (Number of) Data sourceProject progress reportsAdditional information

Number of mainstream schools made accessible for students with disabilities (disaggregated by geographical location - region, urban/rural, and by level of education) (Number of) Data sourceProject progress reportsAdditional information

Number of disabled children benefiting from transportation to school provided by the Action (Number of) Data sourceProject progress reportsAdditional information

Number of primary and lower secondary schools supported by this Action in applying a tutoring scheme for the underperforming students based on the results of the national learning assessment (Number of) Data sourceProject progress reportsAdditional information

Number of students with access to a computer at school, disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant (Number of) Data sourceProject progress reportsAdditional information

Number of students with access to Internet and Educative Media at school, disaggregated by age group, sex, education level, administrative sub-regions, location - urban/peri-urban/rural, wealth quintile, if relevant (Percentage) Data sourceProject progress reportsAdditional information

Status of work force planning/framework (Qualitative) Data sourceProject progress reports and EMISAdditional information

Number of teachers trained by the Action with increased knowledge in [specify topic] (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional informationdisaggregated by sex, location, level of education

Status of curriculum for teacher education with components on HIV/AIDS, including counselling (Qualitative) Data sourceCurriculum document, project progress reportsAdditional information

Number of teachers having completed the Induction Programme thanks to support of the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information

Status of an official textbook for each subject with EU support (Qualitative) Data sourceProject progress reportsAdditional informationPlease specify the availability of official textbooks in minority languages if relevant.

Number of new programmes developed with support of the Action for students with disabilities at [please specify education level] (Number of) Data sourceProject progress reportsAdditional information

Number of students with access to textbooks, workbooks and requisite literature on Braille, on tape/CD or in a minority language with EU support (Number of) Data sourceProject progress reportsAdditional information

Number of schools equipped by the Action with innovative pedagogic equipment (Number of) Data sourceProject progress reportsAdditional information

Number of research studies on innovation in education published with the EU support (Number of) Data sourceResearch reports (adsbygoogle = window.adsbygoogle || []).push({}); Additional information

Number of education officials attending the launch of research studies on innovation in education organized by the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information

Number of research studies on innovation in education published with the EU support (Number of) Data sourceResearch reportsAdditional information

Status of guidelines and criteria for assessing learning outcomes at different levels of education (Qualitative) Data sourceGuidelines and criteria documentsAdditional information

Number of education officials trained by the Action and having increased their knowledge on good practices in assessing learning outcomes at different levels of education (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information

Number of civil society representatives, parents, teachers and private sector representatives attending networking events organized by the Action (disaggregated by sex and type of participant) (Number of) Data sourcePlease specify the particular type of event in more detail.Additional information

Number of parents informed by the Action about the role and possibility to join parent councils (where they exist) (Number of) Data sourceProject progress reportsAdditional information

Number of parent councils established with EU support (Number of) Data sourceProject progress reportsAdditional information

Number of civil society organization representatives trained by the Action for implementing or monitoring activities in the field of education (Number of) Data sourceProject progress reportsAdditional information

Status of a new national EMIS (Qualitative) Data sourceProject progress reportsAdditional informationThis indicator is relevant at output level if the Action will directly help develop the national EMIS. Otherwise it can be used at outcome (Specific Objective) level.

Number of educational institutions who have updated their information in the system at the beginning of the school year thanks to support of the Action (Number of) Data sourceProject progress reportsAdditional information

Frequency of publication of education data for schools/regions supported by the Action (Days) Data sourceProject progress reportsAdditional information

Level of public accessibility of education data (Qualitative) Data sourceProject progress reportsAdditional information

Number of Ministry of Education policies which have been developed using appropriate analysis done by EMIS thanks to support of the Action (Qualitative) Data sourceProject progress reportsAdditional informationBS induced output indicator

Number of research studies on public financial management with focus on pro-poor, vulnerable and/or disadvantaged group funding, published with the support of this Action (Number of) Data sourceResearch reportsAdditional information

Status of a by-law regulating the private provision of education services (Qualitative) Data sourceProject progress reportsAdditional information

Number and percentage of staff trained on gender issues in education (pre-service or in-service) and having increased their knowledge (disaggregated by sex) (Number of) Data sourceProject's database of training participants, pre- and post-training surveyAdditional information

Number of education staff, children and parents participating in events organized by the Action to support access to education for all children (disaggregated by sex, age and type of participant - teacher, administrator, child) (Number of) Data sourceProject progress reportsAdditional information

Status of school dress codes (Qualitative) Data sourceProject progress reportsAdditional informationThe Action can design and make available school uniforms which can enable girls to participate in sport and active play

Number and type of activities undertaken in schools and other educational institutions that raise awareness about violence against women and girls and promote the rights of women and girls () Data sourceProject progress reportsAdditional information

Number of students who receive sexuality education in school with the support of the Action (disaggregated by sex) (Number of) Data sourceProject progress reportsAdditional information

Number of teachers trained by the Action in teaching sexuality education (disaggregated by sex) () Data sourceProject's database of training participants, pre- and post-training surveyAdditional information

Number of teachers trained in environmental/climate change subject within the natural science curriculum (Number of) Data sourceAdditional information

What is an indicator of effective curriculum?

What is the most important determinant of the quality and effectiveness of early childhood programs?

Which of the following is a content area in early childhood development?

What is assessment in ECE NZ?

zusammenhängende Posts

Werbung

NEUESTEN NACHRICHTEN

Werbung

Populer