Implementation Tools
Analysis Standard 3: Monitoring
Foundational Standards

Regular monitoring of education response activities and the evolving learning needsof the affected population is carried out.

  Monitoring Children's Rights: A Toolkit for Community-Based Organizations
Canadian Coalition for the Rights of Children - 2003
This toolkit has been designed for community leaders, local children's rights advocates and staff of local child-serving and child-led institutions and agencies to help mobilise and coordinate resources in communities to develop effective monitoring practices for the UN Convention on the Rights of the Child.

  Opportunity to Learn: A high impact strategy for improving educational outcomes in developing countries (Working Paper)
Gillies, J. (AED) and Quijada, J.J. (AED) written for EQUIP2 (USAID) - 2008
EQUIP2 has explored how education is hindered in developing countries‚ not just by the lack of a physical school‚ but also by the failure to use available space to provide the fundamental conditions that give children the chance to really learn. The Opportunity to Learn Index speaks about the minimum requirements that children need in order to learn, highlighting the mere basics that programming should include.

  Preventing corruption in the education system: a practical guide
Ochse, K.L., GTZ - 2004
This practical guide on preventing corruption in the education system is aimed at those responsible for development cooperation projects promoting reform in the education sector. The guide aims to provide ideas and practical support, and to indicate ways of integrating corruption-prevention components appropriately. The guide also identifies approaches and measures to promote the participation of parents/teachers/citizens and civil society organisations in reforms of the education system.

  Indicators of Quality
Save the Children - 2003
This list of indicators of quality, developed with teachers and children working with Save the Children, can be used as a monitoring tool and a guide for other programmes to develop their own specific indicators, the value of which is in the process as well as the product. From Save the Children's Education in Emergencies toolkit.

  Monitoring and Evaluation
Save the Children - 2003
This resource gives an overview of what monitoring and evaluation can achieve and definitions of goals, objectives, activities and indicators. It also provides guidance on how monitoring and evaluation are carried out, by whom and what resources are needed and articulates challenges in monitoring and evaluation. From Save the Children's Education in Emergencies toolkit.

  Child Protection Monitoring Tool
Save the Children Alliance
This monitoring tool provides a framework of issues for children in a refugee camp, for use by community service workers, social animators and community volunteers.

  Sphere Core Standard 5: Performance, transparency, and learning
The Sphere Project - 2011
The Sphere Humanitarian Charter and minimum standards are aimed at improving the quality of assistance provided to people affected by disasters and improving the accountability of states and humanitarian agencies. This common standard ensures that the performance of humanitarian agencies is continually examined and communicated to stakeholders; projects are adapted in response to performance.

  Preventing Corruption in Humanitarian Operations
Transparency International: the global coalition against corruption - 2010
Transparency International's new Handbook targets managers and staff of humanitarian agencies at headquarter and field levels. It is useful to a wide range of individuals who might be directly leading aid delivery or acting in senior management positions focusing on organisational strategy. The content seeks to help identify and prevent corruption risks faced by their particular organization or sector, program or role. Used with permission. For more information, visit

  Operational Guide on Gender & HIV/AIDS: A Rights Based Approach
UNAIDS Interagency Task Team on Gender and HIV/AIDS - 2005
This Guide promotes a rights-based approach to the improvement of responses to HIV and AIDS. It seeks to give guidance to development practitioners by providing a coherent conceptual framework from a gender and rights perspective and a set of guidelines, checklists and tools for programme implementation. Page 26 provides guidance on having a gender sensitive M&E system in place.

  EFA Indicator List by Area and Student/Teacher/Administration Indicators
This chapter contains a list of EFA indicators that would be useful for monitoring and evaluation processes (p. 171). It also contains a table that lists possible indicators with regard to students, teachers and school administration to be used when assessing, monitoring and evaluating education programmes in emergencies or crisis situations (p. 173). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstrution.

  Matrix Analyzing Ways of Measuring Education Quality and Estimating School-age Population
This chapter provides two tools useful for monitoring: a matrix analyzing different ways of defining/measuring education quality (p. 126) and two methods for estimating school age population (p. 132). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstruction.

  Project Management
This chapter examines project management through a cycle of stages: identification, preparation, appraisal/review, approval and financing, implementation, monitoring and evaluation and provides a series of strategies, and guidance notes to implement those strategies (pp. 66-70), as well as a sample logical framework (p. 72). Extracted from UNESCO IIEP's Guidebook for Planning Education in Emergencies and Reconstrution.

  Child Friendly Schools Manual Chapter 8: Monitoring and evaluation
UNICEF - 2009
This Chapter was extracted from UNICEF's Child-Friendly Schools Manual. The content of this chapter guides the reader through mainstreaming monitoring and evaluation throughout the design and implementation of child friendly school models. Ideas are also put forth on encouraging teachers to act as reflective practitioners as well as focusing the monitoring and evaluation process on the learner.

 Arabic  |  French  |  Spanish 
Arabic: Child Friendly Schools Manual Chapter 8: Monitoring and evaluation

UNICEF - 2009
Manuel 'Écoles amies des enfant' Chapitre 8 : Suivi et évaluation

UNICEF - 2009
Manual 'Escuelas amigas de la infancia' Capítulo 8: Seguimiento y evaluación

UNICEF - 2009

  Monitoring Indicators for Core Commitments to Children in Emergencies (CCCs)
UNICEF - 2006
This matrix provides a framework for monitoring UNICEF's Core Commitments to Children for education, which can be adapted for local contexts and other agencies' commitments. Extracted from UNICEF's Education in Emergencies Toolkit.

  Sample Education Activity Monitoring Tool
UNICEF - 2006
This matrix provides a framework for monitoring student enrolment, teacher training, tent erection, school feeding, water supply, latrines and school management committee/parent teacher association training and capacity-building. From UNICEF's Education in Emergencies Toolkit.

  Indicators for School-Based Integrated Monitoring of Quality in Education and Child-Friendliness of Schools in HIV Impacted Schools & Communities
UNICEF Zimbabwe - 2005
This monitoring and evaluation matrix, developed by UNICEF Zimbabwe, provides an example of how programmes can be guided by the INEE Minimum Standards and how the indicators can be adapted for the local context. In this case indicators have been adapted for school-based integrated monitoring of quality and child-friendliness of schools in HIV impacted schools and communities.

  Early Grade Reading Assessment Toolkit
USAID, World Bank, RTI International (Prepared for the World Bank Office of Human Development) - 2009
This toolkit is the product of ongoing collaboration among a large community of scholars, practitioners, government officials, and education development professionals to advance the cause of early reading assessment and acquisition among primary school children in low-income countries. This toolkit is divided into seven sections and is intended for use by Ministry of Education staff and professionals in the field of education development.

 French  |  Spanish 
Manuel pour l'evaluation des competences fondamentales en lecture

USAID, World Bank, RTI International (Prepared for the World Bank Office of Human Development) - 2009
Ce Manuel est le produit d'une collaboration continue au sein d'une grande communauté de spécialistes, de praticiens, de représentants gouvernementaux et de professionnels du développement éducatif et a pour but de promouvoir une évaluation et une acquisition des compétences fondamentales en lecture chez les enfants du cycle primaire dans les pays à faible revenu. Ce Manuel est divisé en sept sections et est destiné à l'usage du personnel du Ministère de l'éducation et aux professionnels du développement éducatif.
Manual para la evaluación inicial de la lectura en niños de educación primaria

USAID, World Bank, RTI International (Prepared for the World Bank Office of Human Development) - 2009
Esta guía práctica es el producto de colaboración progresiva entre una comunidad grande de académicos, profesionales, funcionarios del gobierno, y profesionales del desarrollo educativo para avanzar la causa de evaluación y adquisición de la lectura inicial en niños de escuela primaria en países de ingresos bajos. La guía práctica es dividido en siete secciones y destinado para el uso por el personal del Ministerio de Educación y profesionales del desarrollo educativo.

  School Feeding Quality Standards for Programme Design and Implementation
WFP - 2009
The World Food Programme (WFP) case studies within focus on implementation of school feeding programmes in Afghanistan, Brazil, El Salvador, Ethiopia, Kenya, Lao PDR, Malawi, Pakistan and Uganda. This guide lays out a number of practical tools and recommendations; among those is a list of standards and indicators for quality design and implementation of SFPs (p. 27). From WFP's 'Learning from Experience: Good Practices from 45 Years of School Feeding.'

  School Feeding Programme Indicators
WFP - 2005
Pages 11-12 of this compendium of indicators contain output and outcome indicators for in-school feeding, school feeding take home rations and food for training, including literacy and numeracy programmes, which can be used for monitoring and evaluation.

  School Feeding Handbook
Within these guidelines, there is a School Feeding Monitoring and Analysis Tool.

  Assessing community health problems, policies and resources
World Health Organization - 2004
This tool provides a framework with which to assess and monitor community health problems, school policies and resources. Extracted from 'Local Action: Creating Health Promoting Schools.'