Food for Education Indicator Guide
Bergeron, G. and Del Rosso, J.M., AED, USAID - 2001 Guidelines for Capacity Development in the Education Sector (within the Education for All Fast Track Initiative Framework)
This chart presents nine suggested indicators for monitoring and evaluating food for education activities, including a definition of each indicators and what it measures (educational opportunity or progress).
EFA Fast Track Initiative - 2008 Education Cluster Needs Assessment Indicators
These guidelines focus on implementation of basic education sector plans in low-income countries. Capacity is addressed at the individual, organizational and institutional levels. The guidelines are designed for country level stakeholders (education decision-makers, education planners, education program managers, MoE staff, CSO staff) to use during the elaboration of the sector plan as a baseline assessment tool and while implementing the sector plan as a monitoring and evaluation tool.
IASC Global Education Cluster - 2010 Case Study: Post-Conflict Education Programmes in Burundi and DRC
This is a list of core indicators for Education Clusters to include during rapid joint education or multi-cluster assessments that are conducted in the early phases of an emergency. These indicators – developed at the global level after an extensive consultation and questions process – form part of a comprehensive multi-cluster database of indicators created by the IASC Needs Assessment Task Force.
INEE - 2007 Guidelines for Evaluation of Education Projects in Emergency Situations
This case study describes how the INEE Minimum Standards have been applied in post-conflict contexts in Burundi and the Democratic Republic of the Congo. The author, a member of INEE, describes the value of applying the Minimum Standards on Community Participation and Analysis in order to ensure an effective and participatory monitoring and evaluation process that includes all stakeholders.
Johannessen, E.M. - 2001 Internal Reflection Tool- Audit: Application of the INEE Minimum Standards
These Guidelines, commissioned by the Norwegian Refugee Council, assist the reader in conducting evaluations of education projects in emergency contexts, and can also be used to integrate continuous monitoring and evaluation of the program into the program design. A practical checklist is found on page 32.
Ligon, F. - 2010 Minimum Standards Applied to the Evaluation of Coaching Classes for Refugee Students
This internal reflection tool is intended as a way to informally review how the INEE Minimum Standards apply to a given crisis.
Refugee Education Trust - 2006 Familia, libertad y pobreza: Un nuevo híbrido escolar. La experiencia de las escuelas autónomas en Nicaragua (Spanish only)
This document is an example of how the Refugee Education Trust used the INEE Minimum Standards to evaluate project implementation in Pakistan. The table provides a useful framework for analysis, dialogue, planning and recommendations for the future, and can be adapted for other programmes.
Rivas, A., IIPE-UNESCO - 2001 Monitoring and Evaluation
Analiza si, y hasta qué extremo, se ha alcanzado la visión renovada de la educación, de las políticas educativas y de la cooperación internacional en educación delineadas en Jomtien.
Save the Children - 2003 Sphere Core Standard 5: Performance, transparency and learning
This resource gives an overview of what monitoring and evaluation can achieve and definitions of goals, objectives and activities, 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.
The Sphere Project - 2011 Una década de Educación para todos: La tarea pendiente (Spanish only)
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 asserts the need the performance of humanitarian agencies to be continually examined and communicated to stakeholders; projects are adapted in response to performance.
Torres, R.M., IIPE-UNESCO - 2000 EFA Indicator List by Area and Student/Teacher/Administration Indicators
Educación para Todos, la iniciativa global lanzada en Jomtien, Tailandia, en 1990, sirvió como marco para el diseño e implementación de políticas educativas en todo el mundo -en particular en el campo de la educación básica- durante los años 90.
UNESCO IIEP - 2010 Project Management
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.
UNESCO IIEP - 2010 Monitoring Indicators for Core Commitments to Children in Emergencies (CCCs)
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.
UNICEF - 2006 Indicators for School-Based Integrated Monitoring of Quality in Education and Child-Friendliness of Schools in HIV Impacted Schools & Communities
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. This has been extracted from UNICEF's Education in Emergencies Toolkit.
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, for school-based integrated monitoring of quality and child-friendliness of schools in HIV impacted schools and communities.