Indicators
Global cluster | Code | Sub-domain | Title | Description / Rationale |
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Food Security, Health, Logistics, Protection, Nutrition, Water Sanitation Hygiene, Camp Coordination / Management, Education, Emergency Shelter and NFI, Emergency Telecommunications, Early Recovery | AAP-1 | Feedback Mechanisms | Number of feedback received (including complaints) which have been acted upon | 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:
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Food Security, Health, Logistics, Protection, Nutrition, Water Sanitation Hygiene, Camp Coordination / Management, Education, Emergency Shelter and NFI, Emergency Telecommunications, Early Recovery | AAP-2 | Sharing Information | Number of information products distributed to the affected population through a variety of mechanisms on humanitarian program planning, functioning and progress | 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:
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Food Security, Health, Logistics, Protection, Nutrition, Water Sanitation Hygiene, Camp Coordination / Management, Education, Emergency Shelter and NFI, Emergency Telecommunications, Early Recovery | AAP-3 | Participation | Number of persons consulted (disaggregated by sex/age) before designing a program/project [alternatively: while implementing the program/project] | 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:
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Education | E-1-01 | E1.1 Equal Access | Percentage of emergency affected children and youth (5-18 yrs old) attending learning spaces/schools in affected areas. | 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) |
Education | E-1-02 | E1.1 Equal Access | Percentage of emergency affected children (3-5 yrs old) attending ECD Spaces in affected areas | This indicator provides information on children attending ECD Space. This indicator gives the number of children with access to ECD. |
Education | E-1-03 | E1.1 Equal Access | Percentage of affected schools/learning spaces in affected area | This indicator gives information on affected school buildings This indicator should breaks down damaged and/or destroyed by degree of damage. |
Education | E-1-04 | E1.1 Equal Access | Percentage and Number of Temporary Learning Spaces constructed in affected area | This indicator allows you to track and measure the output activities of constructed Temporary Learning Spaces against the target needed of temporary learning spaces |
Education | E-1-05 | E1.1 Equal Access | Percentage of schools/learning spaces used as shelters in affected area | 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 |
Education | E-1-06 | E1.1 Equal Access | Percentage of damaged or occupied education facilities rehabilitated and reopened in affected area | This indicator gives information on education facilities re-opend |
Education | E-1-07 | E1.1 Equal Access | Percentage of schools/learning spaces that lost learning materials | Schools that have lost learning materials |
Education | E-1-08 | E1.1 Equal Access | Percentage of schools/learning spaces provided learning materials | Schools provided with learning materials |
Education | E-1-09 | E1.1 Equal Access | Number of education kits required in affected area | Education Kits required in affected area |
Education | E-1-10 | E1.1 Equal Access | Percentage and number of affected Schools/learning spaces provided education kits | Education Kits distributed |
Education | E-1-11 | E1.2 Facilities and services | Number and percentage of emergency affected children (3-18 years) accessing to emergency education programmes that incorporate health interventions | Children and Youth with access to with school health interventions |
Education | E-1-12 | E1.2 Facilities and services | Percentage of learning spaces/schools with adequate male and female WASH facilities in affected areas | Schools/learning spaces with adequate male and female WASH facilities |
Education | E-1-13 | E1.2 Facilities and services | Percentage of learning spaces/schools provided with adequate male and or female WASH facilities in affected areas | Schools provided adequate with male and or female WASH facilities |
Education | E-1-14 | E1.3 Protection and Well-being | Number and percentage of assessed formal and informal learning environments that are considered safe for boys and girls of different ages | Schools/ Learning Spaces that are safe and protective |
Education | E-1-15 | E1.3 Protection and Well-being | Number of incidents where formal and informal education facilities, students, teachers and other education personnel have been attacked | Schools that have been attacked |
Education | E-1-16 | E1.1 Equal Access | Percentage of schools/learning spaces occupied by security forces in affected area | Schools occupied by armed groups |
Education | E-1-17 | E1.2 Facilities and services | Number and percentage of emergency affected children/youth (3-18 years) accessing to emergency education programmes that incorporate nutrition interventions | Children and Youth with access to schools with nutrition programmes |
Education | E-1-18 | E1.2 Facilities and services | Percentage of affected schools/learning spaces with feeding programmes | Schools/learnnig spaces with feeding programmes |
Education | E-1-19 | E1.2 Facilities and services | Percentage of schools/learning spaces structures that meet the mimumun safe construction standards | Schools/learning spaces meet safe construction standards |
Education | E-1-20 | E1.2 Facilities and services | Percentage of schools/learning spaces accessible for children with physical and or learning disabilities | Schools accessible for children with disabilites (physical and or learning disabiliies) |
Education | E-1-21 | E1.2 Facilities and services | Percentage of affected marganalised children (3-18 years) attending school? | Marganlised children attending school. Marganalised to be defined locally |
Education | E-1-22 | E1.3 Protection and Well-being | Percentage of affected Teachers and other Education Personnel receving pschosocial support | Affected education personnel receiving psychosocial support |