Indicators

Feedback mechanisms provide a means for all those affected to comment on and thus indirectly influence programme planning and implementation (see HAP’s ‘participation’ benchmark). They include focus group discussions, surveys, interviews and meetings on ‘lessons learnt’ with a representative sample of all the affected population (see ECB’s Good Enough Guide for tools and Guidance notes 3–4). The findings and the agency’s actions in response to feedback should be systematically shared with the affected population. (Sphere Core Standard 1, Guidance Note 2)

Possible examples:

• % of women/girls and % of men/boys satisfied with the quality and appropriateness of response at the end of the project
• # of text messages received daily and acted upon according to the agreed/established procedures 

People have a right to accurate and updated information about actions taken on their behalf. Information can reduce anxiety and is an essential foundation of community responsibility and ownership. At a minimum, clusters and agencies should provide a description of the cluster's role and responsibilities, agency’s mandate and project(s), the population’s entitlements and rights, and when and where to access assistance (see HAP’s ‘sharing information’ benchmark). (Sphere Core Standard 1, Guidance Note 4)

Possible examples:

• # of ‘Frequently Asked Questions’ documents about the work of the cluster disseminated
• # of talkback radio programmes joined to explain response planning and selection criteria of cluster to affected population 

Participation in design of assessments, programmes, evaluations etc, means that a selected segment(s) of the affected populaiton have a direct influence on decision making.  Measures should be taken to ensure the participation of members of all groups of affected people – young and old, men and women. Special efforts should be made to include people who are not well represented, are marginalised (e.g. by ethnicity or religion) or otherwise ‘invisible’ (e.g. housebound or in an institution). The participation of youth and children should be promoted so far as it is in their own best interest and measures taken to ensure that they are not exposed to abuse or harm. (Sphere Core Standard 1, Guidance Note 3)

Possible examples:

• # of focus group discussions organized with affected girls, women, boys and men that have been used to influence decisions made on design of assessments, programmes, standards, selection criteria, etc.
• % of female and % of male parents actively participating in the conception and implementation of M&E of education in emergencies services. 

This indicator provides information on children and Youth attending schooling - Gives number of children with access to education. Note that target % will depend on pre-crises enrolment figures (refer to FODs where available)

This indicator provides information on children attending ECD Space. This indicator gives the number of children with access to ECD.

This indicator gives information on affected school buildings This indicator should breaks down damaged and/or destroyed by degree of damage.

This indicator allows you to track and measure the output activities of constructed Temporary Learning Spaces against the target needed of temporary learning spaces

This indicator allows you to track the number of schools/learning spaces that are being used as temporary shelters, evauation centers, and occupied by displaced populations

This indicator gives information on education facilities re-opend

Schools that have lost learning materials

Schools provided with learning materials

Education Kits required in affected area

Education Kits distributed

Children and Youth with access to with school health interventions

Schools/learning spaces with adequate male and female WASH facilities

Schools provided adequate with male and or female WASH facilities

Schools/ Learning Spaces that are safe and protective

Schools that have been attacked

Schools occupied by armed groups

Children and Youth with access to schools with nutrition programmes

Schools/learnnig spaces with feeding programmes

Schools/learning spaces meet safe construction standards

Schools accessible for children with disabilites (physical and or learning disabiliies)

Marganlised children attending school. Marganalised to be defined locally

Affected education personnel receiving psychosocial support