Global ClustersCodeSub-domainTitleDescriptionUnit of MeasurementUnit DescriptionDenominatorNumeratorDisaggregationKey indicatorTypesResponse MonitoringStandardsThresholdGuidance on phasesPhase applicabilityGeneral guidanceGuidance for pre-crisis/baselineCommentsData SourcesSector cross-tagging
Food Security;Health;Logistics;Protection;Nutrition;Water Sanitation Hygiene;Camp Coordination / Management;Education;Emergency Shelter and NFI;Emergency Telecommunications;Early RecoveryAAP-1Feedback MechanismsNumber of feedback received (including complaints) which have been acted uponFeedback 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.InstitutionNumberN/ANumber of organisations with formal feedback mechanisms in placeYesProcessYesHAP Benchmark 3 on Sharing information, Sphere Core Standard 1: People-centered humanitarian response, The Good Enough Guide - Section 5: Use feedback to improve project impactAll PhasesPre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4Feedback mechanisms can take many forms. Whatever the most appropriate channels are should be used; radio talk back programmes, online surveys, sms and twitter inputs, regularised focus group discussions with selected members of the population, suggestions and complaints boxes, designation of sector or camp committees to feedback on specific topics, prioritisation assessments, through dedicated community engagement staff among many other possibilities. Sex, age, ability or other relevant diversity disaggregation of the feedback received is important in order to understand who is most at risk and to take responsible actions. It is important to remember that feedback needs to be collected, digested and acted upon, and then the results of those actions relayed to the population, then another round of feedback can begin on the changed situation. This is the 'feedback loop' - an ongoing dialogue between the humanitarian community and the affected population. Remember that much of this is already happening - through food monitors, community outreach programmes, ongoing assessments - the important thing is to keep the feedback loop continuing.• Clusters and partners have a formal, appropriate feedback mechanism in place that is discussed and agreed with key stakeholders and publicly communicated. • The feedback mechanism employed is appropriate and robust enough to deal with (communicate, receive, process, respond to and learn from) complaints. • Clusters and Lead Agencies/Advisory Groups (SAG) have oversight of feedback (incl. complaints) mechanism and learn from and react to information received. Agencies, NGOs, Government, Media, etc(C) Camp Coordination / Management, C1 Community engagement and self-empowerment, C1.1 Displacement Site Managers, C1.2 CCCM Mechanisms, C2 Population information management, C2.1 CCCM Mechanisms, C2.2 Return/ Relocation/ Integration, C2.3 Service Provision, C3 Protection and services monitoring and coordination, C3.1 Displacement Site Managers, C3.2 Service Provision - WASH, C3.3 CCCM Mechanisms, C3.4 Service Provision - Protection, C3.5 Service Provision - Food and Nutrition, C3.6 Service Provision - Education, C3.7 Protection, C3.8 Access and Movement, C3.9 Service Provision - WASH &/or Shelter, C3.10 Service Provision - Health, C3.11 Service Provision - Shelter, C4 Camp planning and durable solutions, C4.1 Return/ Relocation/ Integration, (E) Education, E1 Access and Learning Environment, E1.1 Equal Access, E1.2 Facilities and services, E1.3 Protection and Well-being, E2 Teaching and Learning, E2.1 Curricula, E3 Teachers & other education personnel, E3.1 Law and Policy Formulation, E3.2 Recruitment and Selection, E3.3 Supervision, E4 Educational Policy, E4.1 Law and Policy Formulation, (F) Food Security, F1 Food Assistance, F1.1 Cash Transfer, F1.2 Voucher Transfer, F1.3 In-kind Transfer, F1.4 Livelihood Recovery, F2 Livelihood Assistance, F2.1 Cash Transfer, F2.2 Voucher Transfer, F2.3 In-kind Transfer, F3 Food Access, F4 Income Access, F5 Market Access, F6 Availability, F6.1 Food Availability and Agriculture, F6.2 Livestock, F7 Utilization, F8 Agriculture and Livestock, (H) Health, H1 General clinical services & essential trauma care, H2 Child health, H3 Communicable diseases, H4 Sexual and Reproductive Health, H4.1 STI & HIV, H4.2 Maternal and newborn care, H4.3 Sexual violence, H5 Non communicable diseases and mental health, H6 Environmental Health, (L) Logistics, L1 Volume, L2 Weight, (N) Nutrition, N1 Prevention and Management of Acute Malnutrition, N1.1 SAM, N1.2 MAM, N2 Infant and Young Child Feeding, N3 Prevention and Control of Micronutrients Deficiencies, (P) Protection, P1 (PC) Child Protection, PC1 Dangers and Injuries, PC2 Physical violence and other harmful practices, PC3 Sexual violence, PC4 Psychosocial distress and mental disorders, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children, PC8 Justice for Children, PC9 Community-based child protection mechanisms (CBCPM), P2 (PG) Gender-Based Violence, PG1 Developing Referral Pathway for Survivors, PG2 Develop/apply SOPs context specific, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), PG4 Advocacy, awareness, education with affected populations, local authorities, international community, PG5 Data collection, storage and sharing, PG6 Prevention Programming, P3 (PL) Housing Land and Property, PL1 HLP Documentation, PL2 Access to Land, PL3 HLP Disputes, PL4 Security of tenure for informal rights holders or vulnerable groups, P4 (PM) Mine Action, PM1 Clearance of Mines and other Explosive Remnants of War (ERW), PM2 Mine and ERW risk education, PM3 Stockpile destruction, PM4 Victim Assistance, P5 Vulnerability, P6 Displacement and Return, P7 Documentation, (R) Early Recovery, R1 Economic Recovery and Livelihoods, R2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, (S) Emergency Shelter and NFI, S1 Shelter, S1.1 Access, S1.2 Assistance, S2 Shelter-related NFI, S2.1 Access, S2.2 Assistance, S3 Shelter-related Fuel/Energy, S3.1 Access, S3.2 Assistance, (T) Emergency Telecommunications, T1 ICT Performance, T2 ETC Coordination, (W) Water Sanitation Hygiene, W1 Hygiene Promotion, W1.1 Hygiene items, W1.2 Hygiene Practices, W2 Water Supply, W2.1 Access and Water Quantity, W2.2 Water Quality, W2.3 Water Facilities, W3 Excreta Disposal, W3.1 Environment, W3.2 Toilet Facilities, W4 Vector Control, W5 Solid Waste Management, W6 Drainage, W7 Aggravating Factors, W8 WASH Programme Design and Implementation
Food Security;Health;Logistics;Protection;Nutrition;Water Sanitation Hygiene;Camp Coordination / Management;Education;Emergency Shelter and NFI;Emergency Telecommunications;Early RecoveryAAP-2Sharing InformationNumber of information products distributed to the affected population through a variety of mechanisms on humanitarian program planning, functioning and progressPeople 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:CommunityNumberN/A# of information messages deliveredYesProcessYesHAP Benchmark 3 on Sharing information, Sphere Core Standard 1: People-centered humanitarian responseAll PhasesPre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4Common ways of sharing information include noticeboards, public meetings, schools, newspapers, SMS 'blasts', FAQ flyers or radio and TV broadcasts. The information should demonstrate considered understanding of people’s situations and be conveyed in local language(s), using a variety of adapted media so that it is accessible to all those concerned. For example, use spoken communications or pictures for children and adults who cannot read, use uncomplicated language (i.e. understandable to local 12-year-old) and employ a large typeface when printing information for people with visual impairments. Manage meetings so that older people or those with hearing difficulties can hear. Sex, age, ability or other relevant diversity must be considered when preparing information products as is important in order to understand who is able to access information.• Information about an organisation’s or cluster’s mission, values, legal status and contact details. • Information about projects, plans and activities (in particular beneficiary selection criteria and relevant financial information). • Regular reports of actual performance in relation to previously agreed goals. • Specific details for making comments, suggestions or complaints about the cluster or agency’s activities (preferably a named member of staff). Agencies, NGOs, Government(C) Camp Coordination / Management, C1 Community engagement and self-empowerment, C1.1 Displacement Site Managers, C1.2 CCCM Mechanisms, C2 Population information management, C2.1 CCCM Mechanisms, C2.2 Return/ Relocation/ Integration, C2.3 Service Provision, C3 Protection and services monitoring and coordination, C3.1 Displacement Site Managers, C3.2 Service Provision - WASH, C3.3 CCCM Mechanisms, C3.4 Service Provision - Protection, C3.5 Service Provision - Food and Nutrition, C3.6 Service Provision - Education, C3.7 Protection, C3.8 Access and Movement, C3.9 Service Provision - WASH &/or Shelter, C3.10 Service Provision - Health, C3.11 Service Provision - Shelter, C4 Camp planning and durable solutions, C4.1 Return/ Relocation/ Integration, (E) Education, E1 Access and Learning Environment, E1.1 Equal Access, E1.2 Facilities and services, E1.3 Protection and Well-being, E2 Teaching and Learning, E2.1 Curricula, E3 Teachers & other education personnel, E3.1 Law and Policy Formulation, E3.2 Recruitment and Selection, E3.3 Supervision, E4 Educational Policy, E4.1 Law and Policy Formulation, (F) Food Security, F1 Food Assistance, F1.1 Cash Transfer, F1.2 Voucher Transfer, F1.3 In-kind Transfer, F1.4 Livelihood Recovery, F2 Livelihood Assistance, F2.1 Cash Transfer, F2.2 Voucher Transfer, F2.3 In-kind Transfer, F3 Food Access, F4 Income Access, F5 Market Access, F6 Availability, F6.1 Food Availability and Agriculture, F6.2 Livestock, F7 Utilization, F8 Agriculture and Livestock, (H) Health, H1 General clinical services & essential trauma care, H2 Child health, H3 Communicable diseases, H4 Sexual and Reproductive Health, H4.1 STI & HIV, H4.2 Maternal and newborn care, H4.3 Sexual violence, H5 Non communicable diseases and mental health, H6 Environmental Health, (L) Logistics, L1 Volume, L2 Weight, (N) Nutrition, N1 Prevention and Management of Acute Malnutrition, N1.1 SAM, N1.2 MAM, N2 Infant and Young Child Feeding, N3 Prevention and Control of Micronutrients Deficiencies, (P) Protection, P1 (PC) Child Protection, PC1 Dangers and Injuries, PC2 Physical violence and other harmful practices, PC3 Sexual violence, PC4 Psychosocial distress and mental disorders, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children, PC8 Justice for Children, PC9 Community-based child protection mechanisms (CBCPM), P2 (PG) Gender-Based Violence, PG1 Developing Referral Pathway for Survivors, PG2 Develop/apply SOPs context specific, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), PG4 Advocacy, awareness, education with affected populations, local authorities, international community, PG5 Data collection, storage and sharing, PG6 Prevention Programming, P3 (PL) Housing Land and Property, PL1 HLP Documentation, PL2 Access to Land, PL3 HLP Disputes, PL4 Security of tenure for informal rights holders or vulnerable groups, P4 (PM) Mine Action, PM1 Clearance of Mines and other Explosive Remnants of War (ERW), PM2 Mine and ERW risk education, PM3 Stockpile destruction, PM4 Victim Assistance, P5 Vulnerability, P6 Displacement and Return, P7 Documentation, (R) Early Recovery, R1 Economic Recovery and Livelihoods, R2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, (S) Emergency Shelter and NFI, S1 Shelter, S1.1 Access, S1.2 Assistance, S2 Shelter-related NFI, S2.1 Access, S2.2 Assistance, S3 Shelter-related Fuel/Energy, S3.1 Access, S3.2 Assistance, (T) Emergency Telecommunications, T1 ICT Performance, T2 ETC Coordination, (W) Water Sanitation Hygiene, W1 Hygiene Promotion, W1.1 Hygiene items, W1.2 Hygiene Practices, W2 Water Supply, W2.1 Access and Water Quantity, W2.2 Water Quality, W2.3 Water Facilities, W3 Excreta Disposal, W3.1 Environment, W3.2 Toilet Facilities, W4 Vector Control, W5 Solid Waste Management, W6 Drainage, W7 Aggravating Factors, W8 WASH Programme Design and Implementation
Food Security;Health;Logistics;Protection;Nutrition;Water Sanitation Hygiene;Camp Coordination / Management;Education;Emergency Shelter and NFI;Emergency Telecommunications;Early RecoveryAAP-3ParticipationNumber 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).InstitutionNumberN/Anumber of persons consultedYesProcessYesHAP Benchmark 4 on Participation, Sphere Core Standard 1: People-centered humanitarian response, The Good Enough Guide - Tool 3: How to involve people throughout the projectAll PhasesPre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4Understanding and addressing the barriers to participation faced by different people is critical to balanced participation. How a cluster or organisation enables key stakeholders to play an active role in the decision-making processes that affect them. It is unrealistic to expect an organisation to engage with all stakeholders over all decisions all of the time. Therefore the organisation must have clear guidelines (and practices) enabling it to prioritize stakeholders appropriately and to be responsive to the differences in power between them. Mechanisms need to be in place to ensure that the most marginalized and affected are represented and have influence. Participation here also encompasses the processes through which an organisation or cluster monitors and reviews its progress and results against goals and objectives; feeds learning back into the organisation on an on-going basis; and reports on the results of the process. To increase accountability to stakeholders, goals and objectives must be also designed in consultation with those stakeholders. A well known example of participation in developing indicators is the WASH indicator developed by a community which was - "# of hours girls spend in school" - highlighting the importance of education to the community, and also that improved water access had improved education possibilities. So the indicator has a measurement of impact built into it, the improved water access as an outcome can be assumed.• Organisations document how it speaks with a balanced cross-section of representatives from the affected communities. • Agency has a verifiable record of how communities (or their representatives) are demonstrably involved and influential in decision-making, implementation and judgement of impact throughout the lifetime of a project. • Agency has mechanisms in place to monitor and evaluate outcomes and impact and these are reported against (incl. to affected communities). • Cluster has a verifiable record of how it identified interest groups in the affected communities, and the power relationships that exist. Agencies, NGOs, Government(C) Camp Coordination / Management, C1 Community engagement and self-empowerment, C1.1 Displacement Site Managers, C1.2 CCCM Mechanisms, C2 Population information management, C2.1 CCCM Mechanisms, C2.2 Return/ Relocation/ Integration, C2.3 Service Provision, C3 Protection and services monitoring and coordination, C3.1 Displacement Site Managers, C3.2 Service Provision - WASH, C3.3 CCCM Mechanisms, C3.4 Service Provision - Protection, C3.5 Service Provision - Food and Nutrition, C3.6 Service Provision - Education, C3.7 Protection, C3.8 Access and Movement, C3.9 Service Provision - WASH &/or Shelter, C3.10 Service Provision - Health, C3.11 Service Provision - Shelter, C4 Camp planning and durable solutions, C4.1 Return/ Relocation/ Integration, (E) Education, E1 Access and Learning Environment, E1.1 Equal Access, E1.2 Facilities and services, E1.3 Protection and Well-being, E2 Teaching and Learning, E2.1 Curricula, E3 Teachers & other education personnel, E3.1 Law and Policy Formulation, E3.2 Recruitment and Selection, E3.3 Supervision, E4 Educational Policy, E4.1 Law and Policy Formulation, (F) Food Security, F1 Food Assistance, F1.1 Cash Transfer, F1.2 Voucher Transfer, F1.3 In-kind Transfer, F1.4 Livelihood Recovery, F2 Livelihood Assistance, F2.1 Cash Transfer, F2.2 Voucher Transfer, F2.3 In-kind Transfer, F3 Food Access, F4 Income Access, F5 Market Access, F6 Availability, F6.1 Food Availability and Agriculture, F6.2 Livestock, F7 Utilization, F8 Agriculture and Livestock, (H) Health, H1 General clinical services & essential trauma care, H2 Child health, H3 Communicable diseases, H4 Sexual and Reproductive Health, H4.1 STI & HIV, H4.2 Maternal and newborn care, H4.3 Sexual violence, H5 Non communicable diseases and mental health, H6 Environmental Health, (L) Logistics, L1 Volume, L2 Weight, (N) Nutrition, N1 Prevention and Management of Acute Malnutrition, N1.1 SAM, N1.2 MAM, N2 Infant and Young Child Feeding, N3 Prevention and Control of Micronutrients Deficiencies, (P) Protection, P1 (PC) Child Protection, PC1 Dangers and Injuries, PC2 Physical violence and other harmful practices, PC3 Sexual violence, PC4 Psychosocial distress and mental disorders, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children, PC8 Justice for Children, PC9 Community-based child protection mechanisms (CBCPM), P2 (PG) Gender-Based Violence, PG1 Developing Referral Pathway for Survivors, PG2 Develop/apply SOPs context specific, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), PG4 Advocacy, awareness, education with affected populations, local authorities, international community, PG5 Data collection, storage and sharing, PG6 Prevention Programming, P3 (PL) Housing Land and Property, PL1 HLP Documentation, PL2 Access to Land, PL3 HLP Disputes, PL4 Security of tenure for informal rights holders or vulnerable groups, P4 (PM) Mine Action, PM1 Clearance of Mines and other Explosive Remnants of War (ERW), PM2 Mine and ERW risk education, PM3 Stockpile destruction, PM4 Victim Assistance, P5 Vulnerability, P6 Displacement and Return, P7 Documentation, (R) Early Recovery, R1 Economic Recovery and Livelihoods, R2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, (S) Emergency Shelter and NFI, S1 Shelter, S1.1 Access, S1.2 Assistance, S2 Shelter-related NFI, S2.1 Access, S2.2 Assistance, S3 Shelter-related Fuel/Energy, S3.1 Access, S3.2 Assistance, (T) Emergency Telecommunications, T1 ICT Performance, T2 ETC Coordination, (W) Water Sanitation Hygiene, W1 Hygiene Promotion, W1.1 Hygiene items, W1.2 Hygiene Practices, W2 Water Supply, W2.1 Access and Water Quantity, W2.2 Water Quality, W2.3 Water Facilities, W3 Excreta Disposal, W3.1 Environment, W3.2 Toilet Facilities, W4 Vector Control, W5 Solid Waste Management, W6 Drainage, W7 Aggravating Factors, W8 WASH Programme Design and Implementation
EducationE-1-01E1.1 Equal AccessPercentage 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) IndividualChildrenTotal # children and youth (5 - 18) in affected areas# of emergency affected children and youth (5-18 yrs old) attending learning spaces/schools in affected areas (Proxy can be: # of children (5-18 years) enrolled in school within the affected area. Or number of open facilities * average number of children at each facility)by geographic location (ie administrative boundary), age and sex, school type (sex/primary, secondary, tertiary), status of school facility (new, re-opened, damaged, unaffected),YesBaseline, OutcomeYesINEESpecific to CountryInitially based on % of population and pre-crises enrolment figures, later phases use attendance figures (all phases) There is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Pre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4Alternative formulation of the indicator could be # of children (5-18 years) enrolled in school within the affected area. Proxy indicator can be number of open facilities * average number of children at each facility Disaggregation by primary, secondary and tertiary, note age ranges differ from country to country. Sometimes primary is disaggregated by lower/upper. Also sometimes by formal and non-formal such as accelerated learning and vocational education. In some countries, primary and (higher) secondary education fall under different ministries, which can complicate data collection. Some countries distringuish between primary and secondary, others use basic education, which covers 9 grades. Countries should use what makes most sense, but we should strive towards covering secondary as well.Knowing the ratio of female and male learners will help identify imbalances. Note target will depend on pre-crisis data. Please refer to the FODs where available. In case there is a strong discrepancy between the percentage of girls and of boys enrolled in school, the programme should address these gaps by undertaking a gender analysis of the specific challenges the disadvantaged group is facing in equally accessing education. Please refer to the INEE pocket guide to gender for more information. 50% = gender equality <50% = females are under-represented <50% = males are under-represented National Government (MOE). Cluster Partner reporting - 4Ws, MIRA, other Joint Cluster Needs Assessments (humanitarian caseload monitoring)C3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, R2 Basic Infrastructure Restoration, R4 Governance, (P) Protection, PC6 Child Labour, PC7 Unaccompanied and separated children, PG5 Data collection, storage and sharing
EducationE-1-02E1.1 Equal AccessPercentage of emergency affected children (3-5 yrs old) attending ECD Spaces in affected areasThis indicator provides information on children attending ECD Space. This indicator gives the number of children with access to ECD. IndividualChildrenTotal # of children (3-5 yrs old) in affected areas# of emergency affected children (3-5 yrs old) attending ECD (Child Friendly) Spaces in affected areas (Proxy can be number of open facilities * number of children in each facility)by geographic location (ie administrative boundary), age and sex, school type (sex/primary, secondary, tertiary), status of school facility (new, re-opened, damaged, unaffected),YesBaseline, OutcomeYesINEESpecific to CountryInitially based on % of population and pre-crises enrolment figures, later phases use attendance figures There is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc... Pre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4ECD age range may differ from country to country.Knowing the ration of female and male learners will help identify imbalances. Note target will depend on pre-crisis data. Please refer to the FODs where available. In case there is a strong discrepancy between the percentage of girls and of boys enrolled in school, the programme should address these gaps by undertaking a gender analysis of the specific challenges the disadvantaged group is facing in equally accessing education. Please refer to the INEE pocket guide to gender for more information. 50% = gender equality <50% = females are under-represented <50% = males are under-represented National Government (MOE) Cluster Partner reporting - 4Ws, MIRA, other Joint Cluster Needs Assessments (Humanitarian Caseload monitoring)C3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, (P) Protection, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children, PG5 Data collection, storage and sharing, R2 Basic Infrastructure Restoration, R4 Governance
EducationE-1-03E1.1 Equal AccessPercentage of affected schools/learning spaces in affected areaThis indicator gives information on affected school buildings This indicator should breaks down damaged and/or destroyed by degree of damage. FacilitySchools/ Learning spacesTotal # of school buildings/learning spaces in affected area# of affected school buildings/learning spacesby geographic location, school type (sex/primary, secondary, tertiary), # classrooms , Damage category ((i) No Damage; (ii) Partially Damaged; (iii) Completely Destroyed); note if the school is co-ed, male or femaleYesBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Pre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4Damage categories my by locally defined and defined by the local government. Suggeted Damage categories are No Damage Partially Damaged Completely Destroyed *note if the school is co-ed, male or femaleIt is important to continue to ask the question: In countries where girls and boys schools are separated are we able to know which group is particularly affected by the lack of proper school facilities?Cluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R4 Governance, S1.1 Access, PC3 Sexual violence, C3.6 Service Provision - Education, PC3 Sexual violence
EducationE-1-04E1.1 Equal AccessPercentage and Number of Temporary Learning Spaces constructed in affected areaThis indicator allows you to track and measure the output activities of constructed Temporary Learning Spaces against the target needed of temporary learning spaces FacilitySchools/ Learning spacesTotal # of Temporary Learning Spaces needed # of Temporary Learning Spaces constructed in affected areaGeography location (ie administrative boundary), Type of school/learning space, # classrooms, # children & youth (by age and sex)YesOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Pre-crisis/Baseline, Phase 1, Phase 2, Phase 3, Phase 4n/aPreparedness: With government and partners, ensure that pre-crisis baseline data is collected on number and location of schools and number of teachers and students in vulnerable areas. Determine essential supplies needed for temporary learning spaces, including weather appropriate tents, tarpaulins, etc., and determine options for procurement. Identify relevant standby agreements with local suppliers and consider warehousing essential supplies as the situation warrants. Response: With government and partners, determine where temporary learning spaces should be established, ensuring safety and security. Sites should have shade and protection against wind, rain, cold and dust, and be located away from stagnant water, very loud areas, main roads and distribution points. Plan sites with community as partner, preserving previous social arrangements to the extent possible. Consider alternative shelters, besides formal school buildings, such as markets, churches, mosques,temples, etc. Plan sites according to child friendly criteria, with services to include primary education, recreation, psychosocial support, early childhood care and development, youth activities, WASH facilities, and mother support. Determine essential supplies needed for temporary learning spaces, including furniture, weather appropriate tents, tarpaulins, etc., and determine options for procurement. Deploy stockpiled supplies and order additional supplies required based on previous standby agreements with suppliers to meet the demands of temporary learning spaces. Order offshore if local supplies are not available. Collaborate with child protection and WASH to ensure that temporary learning spaces have water and sanitation facilities and are designed to protect children against abuseCluster Partner reporting - 4WsC3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, C3.9 Service Provision - WASH &/or Shelter, R2 Basic Infrastructure Restoration, R4 Governance, S1.1 Access, S1.2 Assistance, PC3 Sexual violence
EducationE-1-05E1.1 Equal AccessPercentage of schools/learning spaces used as shelters in affected areaThis 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 FacilitySchools/ Learning spacesTotal # of School/Learning Spaces in affected area# of schools/learning spaces used as temporary sheltersby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Phase 1, Phase 2, Phase 3, Phase 4n/an/a Cluster Partner reporting - 4WsC2 Population information management, C2.2 Return/ Relocation/ Integration, C3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, C3.8 Access and Movement, C4.1 Return/ Relocation/ Integration, R2 Basic Infrastructure Restoration, R4 Governance, S1.1 Access
EducationE-1-06E1.1 Equal AccessPercentage of damaged or occupied education facilities rehabilitated and reopened in affected areaThis indicator gives information on education facilities re-opend FacilityEducation facilitiesTotal # of affected education facilities # affected education facilities rehabilitatedGeographic location ( ie admisitrative boundary), Type of school/learning space (sex /primary, secondary, tertiary) # classrooms, # of children by age and sexYesOutputYesINEE, Sphere: Shelter and settlement standard 1: Strategic planningSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Phase 1, Phase 2, Phase 3, Phase 4n/an/aCluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R4 Governance, C3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, C3.9 Service Provision - WASH &/or Shelter, C4.1 Return/ Relocation/ Integration, S1.1 Access, S1.2 Assistance, PC3 Sexual violence, PG6 Prevention Programming
EducationE-1-07E1.1 Equal AccessPercentage of schools/learning spaces that lost learning materialsSchools that have lost learning materials FacilitySchools/ Learning spacesTotal # of affected schools/learning spaces# of affected school buildings that lost learning materialsby geographic location (ie administrative boundary), Type of school/learning space (sex/primary, secondary, tertiary), # classroomsYesBaselineNoINEESpecific to CountryNA Baseline and Phase 4 There is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Pre-crisis/Baseline, Phase 4n/an/aMoE, Secondary Data Review, NA AssessmentS2.1 Access
EducationE-1-08E1.1 Equal AccessPercentage of schools/learning spaces provided learning materialsSchools provided with learning materials FacilitySchools/ Learning spacesTotal # of affected school buildings/learning spaces# of affected school buildings provided with learning materialsby geographic location ( ie administrative boundary), Type of school/learning space (sex/primary, secondary, tertiary), # classroomsYesOutputYesINEESpecific to CountryNA Baseline and Phase 4 There is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Pre-crisis/Baseline, Phase 4n/an/aCluster Partner reporting - 4WsC3 Protection and services monitoring and coordination, C3.9 Service Provision - WASH &/or Shelter
EducationE-1-09E1.1 Equal AccessNumber of education kits required in affected areaEducation Kits required in affected area KitsN/A# of education kits required in affected areaBy geographic location ( ie administrative boundary), Kit type (School kits, recreation kits, teacher kits, student kits, sanitation kits), School type (sex/primary, secondary, tertiary),YesBaselineNoINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...There are different typs of kits which can be defined locally and what it contains may differ. n/aMoE, Needs Assessment C3.9 Service Provision - WASH &/or Shelter, PG6 Prevention Programming, S2.1 Access
EducationE-1-10E1.1 Equal AccessPercentage and number of affected Schools/learning spaces provided education kitsEducation Kits distributed FacilitySchools/Learning SpacesTotal number of affected schools/learning spaces Number of affected Schools/learning spaces provided education kitsBy geographic location ( ie administrative boundary), Kit type (School kits, recreation kits, teacher kits, student kits, sanitation kits), School type (sex/primary, secondary, tertiary), number of kits per school YesOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...There are different typs of kits which can be defined locally and what it contains may differ. Recreation Kits: A box with materials that enables children to participate in team sports and games under the guidance of a teacher. The Early Childhood Development Kit: The Kit contains materials to help caregivers create a safe learning enviornment for up to 50 young children ages 0-6 If formal curriculum materials are not available work with MoE officials and partners to identify numbers and types of pre-packaged kits needed for affected locations. If not already completed during the emergency education preparedness phase, with MoE and partners, localize, adapt and translate into appropriate local languages emergency education teacher's guides and curriculum materials to be used in conjunction with each pre-packaged kit. Develop a localized version of the Early Childhood Education Kit if it was not done during preparedness phase. In collaboration with MoE counterparts and partners, identify the key supplies needed to restart educational activities. With Supply Officer, identify the sources of potential supplies. Consider pre-positioned supplies and existing stocks of supplies from the regular country programme that can be diverted to meet emergency needs. Decide whether to order supplies locally or offshore, based on availability, quality, cost and delivery time. Get cost estimates from the Supply Officer, including freight, warehousing, and delivery costs. Identify funding sources and ensure there is sufficient funding available for the supply requirements. Complete supply requisition/PGM in ProMS. Include information on the target arrival date at the final destination or port of entry Follow up to ensure timely delivery and distribution of supplies. If there are obstacles to delivery due to the emergency, work with NGOs and CBOs and other partners to find alternative ways to deliver supplies. Monitor delivery of supplies to ensure arrival, quality and proper use.Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, C3.9 Service Provision - WASH &/or Shelter
EducationE-1-11E1.2 Facilities and servicesNumber and percentage of emergency affected children (3-18 years) accessing to emergency education programmes that incorporate health interventionsChildren and Youth with access to with school health interventions IndividualChildrenTotal # of affected children (3-18 years)# of affected children (3-18 years) with access to emergency education programmes that incorporate health interventions in affected areasby geographic location ( ie administrative boundary), type of school/learning space (sex/primary, secondary, tertiary), # children by age and sexNoBaseline, Outcome, OutputYesINEE, Sphere Health chapterSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/aMoE, NA Assessment, Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, C3.5 Service Provision - Food and Nutrition, C3.9 Service Provision - WASH &/or Shelter, C3.10 Service Provision - Health, F1 Food Assistance, F3 Food Access, N1 Prevention and Management of Acute Malnutrition, N2 Infant and Young Child Feeding, R2 Basic Infrastructure Restoration, R4 Governance, PC5 Children associated with armed forces and armed groups, H5 Non communicable diseases and mental health, H6 Environmental Health
EducationE-1-12E1.2 Facilities and servicesPercentage of learning spaces/schools with adequate male and female WASH facilities in affected areasSchools/learning spaces with adequate male and female WASH facilities FacilitySchools/ Learning spacesTotal # of affected schools/ learning spaces# of affected schools/learning spaces with adequate male and female WASH facilitiesby geographic location ( ie administrative boundary), type of school/learning space (sex/primary, secondary, tertiary), WASH facility male and female (# of latrine doors for m/f)YesBaseline, OutcomeNoINEE, Sphere WASH chapterSpecific to CountryPre-Crisis Data, NA Baseline There is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Pre-crisis/BaselineWASH facilities are adequate water source, latrines/toilets. See INEE for definition of "adequate" . Also refer to the INEE pocket guide on gender for a definition of "adequate" which means that there are separate latrine doors for girls and for boys, with a pictogram, and that can be locked from the inside. What are the recommendations for teachers latrines in terms of sex separation?n/aCluster Partner reporting - 4Ws, Education Cluster Needs Assessment, EMISC3.2 Service Provision - WASH, R2 Basic Infrastructure Restoration, R4 Governance, W1.1 Hygiene items, W1.2 Hygiene Practices, W3.1 Environment, W3.2 Toilet Facilities, W4 Vector Control, W6 Drainage, W7 Aggravating Factors
EducationE-1-13E1.2 Facilities and servicesPercentage of learning spaces/schools provided with adequate male and or female WASH facilities in affected areasSchools provided adequate with male and or female WASH facilities FacilitySchools/ Learning spacesTotal # of affected schools/learning spaces needing adequate male and or female WASH facilities# of affected schools/learning spaces with adequate male and or female WASH facilities constructed/ rehabilitatedby geographic location ( ie administrative boundary), type of school/learning space (sex/primary, secondary, tertiary), WASH facility male and female (# of latrine doors for m/f)YesOutputYesINEE, Sphere WASH chapterSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...WASH facilities are adequate water source, latrines/toilets. See INEE for definition of "adequate" . Also refer to the INEE pocket guide on gender for a definition of "adequate" which means that there are separate latrine doors for girls and for boys, with a pictogram, and that can be locked from the inside. What are the recommendations for teachers latrines in terms of sex separation?n/aCluster Partner reporting - 4WsC3.2 Service Provision - WASH, R2 Basic Infrastructure Restoration, R4 Governance, W1.1 Hygiene items, W1.2 Hygiene Practices, W3.1 Environment, W3.2 Toilet Facilities, W4 Vector Control, W5 Solid Waste Management, W6 Drainage, W7 Aggravating Factors
EducationE-1-14E1.3 Protection and Well-beingNumber and percentage of assessed formal and informal learning environments that are considered safe for boys and girls of different agesSchools/ Learning Spaces that are safe and protective FacilitySchools/ Learning spacesTotal # of learning spaces assessed in affected area# of affected school/learning spaces assessed safe and protectiveGeography location ( ie. administrative boundary), type of learning space (sex/primary, secondary, tertiary)NoBaseline, Outcome, OutputYesChild ProtectionSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/ahttp://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1103 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1064MoE, NA Assessment, Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, (P) Protection, PC1 Dangers and Injuries, PC3 Sexual violence, PC4 Psychosocial distress and mental disorders, PC6 Child Labour, PC9 Community-based child protection mechanisms (CBCPM), S1.2 Assistance
EducationE-1-15E1.3 Protection and Well-beingNumber of incidents where formal and informal education facilities, students, teachers and other education personnel have been attackedSchools that have been attacked attack incidentsn/a# of incidents where formal and informal education facilities, students, teachers and other education personnel have been attackedGeographic Location ( ie administrative boundary); Type of incident/ date (time period); Type of Incident - Learning spaces/ Schools/ teachers/ students/ education personnel/Age/sexYesBaseline, OutcomeYesChild ProtectionSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...need to cover the number of incidents in specific time periods to see if incidents are reducing or increasing. Part of MRM reportingn/aMoE, NA Assessment, Cluster Partner Reporting-4W(P) Protection, PC4 Psychosocial distress and mental disorders, PC6 Child Labour, PG5 Data collection, storage and sharing, PM1 Clearance of Mines and other Explosive Remnants of War (ERW), P5 Vulnerability
EducationE-1-16E1.1 Equal AccessPercentage of schools/learning spaces occupied by security forces in affected areaSchools occupied by armed groups FacilitySchools/ Learning spacesTotal # of School/ Learning Spaces in affected arrea# of schools/ learning spaces occupied by security forces in affected areaby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aMoE, NA Assessment, Cluster Partner Reporting-4WC2 Population information management, (P) Protection, PC6 Child Labour
EducationE-1-17E1.2 Facilities and servicesNumber and percentage of emergency affected children/youth (3-18 years) accessing to emergency education programmes that incorporate nutrition interventionsChildren and Youth with access to schools with nutrition programmes IndividualChildrenTotal # of affected children (3-18 years)# of affected children (3-18 years) with access to emergency education programmes that incorporate nutrition interventions by geographic location (ie administrative boundary), age and sex, school type (sex/primary, secondary, tertiary), status of school facility (new, re-opened, damaged, unaffected),NoBaseline, Outcome, OutputYesINEE, SPHERE Food security and nutrition chapterSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aMoE, NA Assessment, Cluster Partner Reporting-4WPC5 Children associated with armed forces and armed groups, PG1 Developing Referral Pathway for Survivors, C3 Protection and services monitoring and coordination, C3.5 Service Provision - Food and Nutrition, F1 Food Assistance, F3 Food Access, N1 Prevention and Management of Acute Malnutrition, N2 Infant and Young Child Feeding
EducationE-1-18E1.2 Facilities and servicesPercentage of affected schools/learning spaces with feeding programmesSchools/learnnig spaces with feeding programmes FacilitySchools/ Learning spacesTotal number of affected schools/learning spaces Number of affected schools/learning spaces with feeding programs by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEE, SPHERE Food security and nutrition chapterSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...MoE, NA Assessment, Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, C3.5 Service Provision - Food and Nutrition, C3.10 Service Provision - Health, PC5 Children associated with armed forces and armed groups, F1 Food Assistance, F3 Food Access, N1 Prevention and Management of Acute Malnutrition, N2 Infant and Young Child Feeding
EducationE-1-19E1.2 Facilities and servicesPercentage of schools/learning spaces structures that meet the mimumun safe construction standardsSchools/learning spaces meet safe construction standards FacilitySchools/ Learning spacesTotal number of schools/learning spaces in affected areaNumber of school /learning space structures that meeting the minimum stafe construction standards in affected areaby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See Guidance Notes on Safer School Construction: The Guidance Notes briefly address the need and rationale for safer school buildings; recommend a series of suggested steps that highlight key points that should be considered when planning a safer school construction and/or retrofitting initiative; and identify basic design principles and requirements a school building must meet to provide a greater level of protection. Finally, the Guidance Notes provide a list of key resources for more detailed, technical and context-specific information. http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1005MoE, NA Assessment, Cluster Partner Reporting-4WPC3 Sexual violence
EducationE-1-20E1.2 Facilities and servicesPercentage of schools/learning spaces accessible for children with physical and or learning disabilities Schools accessible for children with disabilites (physical and or learning disabiliies) FacilitySchools/ Learning spacesTotal number of affected schools/learning spaceNumber of affected schools/learning spaces accessible for children with physical and or learning disabilities by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See INEE Pocket Guide to Supporting Learners with Disabilities which offers practical ideas for including children and young people with disabilities.http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1138 See Pocket Guide to Supporting Learners with Disabilities Implementation Tools for useful resources and tools: http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1139MoE, NA Assessment, Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, C3.6 Service Provision - Education, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, P5 Vulnerability
EducationE-1-21E1.2 Facilities and servicesPercentage of affected marganalised children (3-18 years) attending school?Marganlised children attending school. Marganalised to be defined locally IndividualChildren Total number of affected marganalised children (3-18 years) in affected areaNumber of affected marganalised children (3-18 years) affending school by geographic location (ie administrative boundary), age and sex, school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See Pocket Guide to Inclusive Education http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1007MoE, NA Assessment, Cluster Partner Reporting-4WPC2 Physical violence and other harmful practices, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children, PG1 Developing Referral Pathway for Survivors, PG5 Data collection, storage and sharing, P5 Vulnerability, C3 Protection and services monitoring and coordination, C3.6 Service Provision - Education
EducationE-1-22E1.3 Protection and Well-beingPercentage of affected Teachers and other Education Personnel receving pschosocial support Affected education personnel receiving psychosocial support IndividualEducation Personnel Total Number of affected Teachers and Education PersonnelNumber of affected Teachers and other Education Personnel receving pschosocial support by geographic location ( ie administrative boundary) and school level (primary, secondary, tertiary), sexYesBaseline, Outcome, OutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See INEE Psychosocial support guidance and implementing materials http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1065 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1104Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, (P) Protection, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), P5 Vulnerability
EducationE-1-23E1.2 Facilities and servicesPercentage of affeceted schools/learning spaces with adequate quantites of safe water for drinking and personal hygiene Affected schools with adequate supplies of safe water for drinking and hygiene purposes FacilitySchools/ Learning spacesTotal number of Schools/adequate quantites of safe water for drinking and personal hygiene in affected areaNumber of affected schools/learning spaces with adequate quantites of safe water for drinking and personal hygiene by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEE, Sphere: Shelter and settlement standard 1: Strategic planning, Sphere: Water supply standard 1: Access and water quantitySpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...MoE, NA Assessment, Cluster Partner Reporting-4WC3.2 Service Provision - WASH, W1.1 Hygiene items, W1.2 Hygiene Practices, W2.1 Access and Water Quantity, W2.2 Water Quality, W2.3 Water Facilities, W4 Vector Control, W6 Drainage, W7 Aggravating Factors
EducationE-1-24E1.2 Facilities and servicesPercentage of affected schools/learning spaces provided with adequate water supplies/facilities for drinking and personal hygieneAffected Schools / Learning Spaces  with adequate supplies of safe water for drinking and hygiene purposes  FacilitySchools/ Learning spacesTotal number of affected schools needing adequate water supplies/facilites Number of affected schools/learning spaces provided with adequate water supplies /facilities for drinking and personal hygiene by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoOutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, e.g the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc.MoE, NA Assessment, Cluster Partner Reporting-4WC3.2 Service Provision - WASH, C3.9 Service Provision - WASH &/or Shelter, W1.1 Hygiene items, W1.2 Hygiene Practices, W2.1 Access and Water Quantity, W2.2 Water Quality, W2.3 Water Facilities, W4 Vector Control, W6 Drainage, W7 Aggravating Factors
EducationE-1-25E1.2 Facilities and servicesPercentage of affected schools/learning spaces with adequate hand washing facilitiesAffected Schools / Learning Spaces  with adequate hand washing facilities  FacilitySchools/Learning SpacesTotal number of affected schoolsNumber of affected schools/learning spaces with adequate hand washing facilitiesby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, OutcomeNoINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, e.g the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc.MoE, NA Assessment, Cluster Partner Reporting-4WW1.1 Hygiene items, W1.2 Hygiene Practices, W3.2 Toilet Facilities, W4 Vector Control, W6 Drainage, W7 Aggravating Factors
EducationE-1-26E1.2 Facilities and servicesPercentage of affected schools/learning spaces provided with adequate hand washing facilitiesAffected Schools / Learning Spaces  provided with adequate hand washing facilities  FacilitySchools/Learning SpacesTotal number of affected schools needing adequate hand washing facilities Number of affected schools/learning spaces provided adequate hand washing facilitiesby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoOutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, e.g the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc.MoE, NA Assessment, Cluster Partner Reporting-4WW1.1 Hygiene items, W1.2 Hygiene Practices, W3.2 Toilet Facilities, W4 Vector Control, W6 Drainage, W7 Aggravating Factors, C3.2 Service Provision - WASH
EducationE-1-27E1.2 Facilities and servicesPercentage of affected learning spaces/schools with a functioning solid waste management systemSchools / Learning Spaces  with functioning solid waste management system  FacilitySchools/Learning SpacesTotal number of affected schools Number of affected learning spaces/schools with a functioning solid waste management systemby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, OutcomeINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, e.g the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc.MoE, NA Assessment, Cluster Partner Reporting-4WW1.2 Hygiene Practices, W4 Vector Control, W5 Solid Waste Management, W6 Drainage, W7 Aggravating Factors
EducationE-1-28E1.2 Facilities and servicesPercentage of affected learning spaces/schools provided with a functioning solid waste management systemSchools / Learning Spaces  provided functioning solid waste management system  FacilitySchools/ Learning spacesTotal number of affected schools needing a functioning solid waste management systemNumber of affected learning spaces/schools provided a functioning solid waste management systemby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoOutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, e.g the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc.MoE, NA Assessment, Cluster Partner Reporting-4WC3.2 Service Provision - WASH, W1.2 Hygiene Practices, W4 Vector Control, W5 Solid Waste Management, W6 Drainage, W7 Aggravating Factors
EducationE-2-01E2.1 CurriculaPercentage of emergency affected learning spaces/ schools in target areas incorporating psycho-social supportSchools providing Psychosocial support FacilitySchools/ Learning spacesTotal number of affected schools/learning spaces # of affected learning spaces/schools incorporating psycho-social supportGeography, Type of school/learning space (sex /primary, secondary, tertiary)NoBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...Cluster Partner reporting - 4Ws, MIRA, other Joint Cluster Needs Assessments (Humanitarian Caseload monitoring), EMISC3 Protection and services monitoring and coordination, R4 Governance, (P) Protection, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC9 Community-based child protection mechanisms (CBCPM), PG1 Developing Referral Pathway for Survivors, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial)
EducationE-2-02E2.1 CurriculaPercentage of emergency affected learning spaces/ schools in affected areas where children and youth receive key messages on emergency life skillsSchools providing Life skills FacilitySchools/Learning SpacesTotal # of affected schools/learning spaces# of emergency affected learning spaces/schools where children and youth receive key messages on emergency life skillsby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoBaseline, Outcome, OutputYesINEE, SPHERESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/aSee INEE Life Skills and Complementary Education Guidance: http://www.ineesite.org/en/resources/life_skills_and_complementary_education See Life Skills for Adolescents: http://www.ineesite.org/en/resources/life_skills_for_adolescents Cluster Partner reporting - 4Ws, MIRA, other Joint Cluster Needs Assessments (Humanitarian Caseload monitoring), EMISC3 Protection and services monitoring and coordination, R4 Governance, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC9 Community-based child protection mechanisms (CBCPM), PM1 Clearance of Mines and other Explosive Remnants of War (ERW), PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial)
EducationE-2-03E2.1 CurriculaPercentage of emergency affected learning spaces/ schools in target areas where children and youth receive key messages on DRRSchools providing DRR key messages FacilitySchools/Learning SpacesTotal # of affected learning spaces/schools # of affected learning spaces/schools where children and youth receive key messages on DRR in target areasby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/aSee INEE DDR Guidance and Implementing Materials http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1054 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1097Cluster Partner reporting - 4Ws, MIRA, other Joint Cluster Needs Assessments (Humanitarian Caseload monitoring), EMISC3 Protection and services monitoring and coordination, R4 Governance, PC5 Children associated with armed forces and armed groups, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial)
EducationE-2-04E2.1 CurriculaPercentage of teachers/other educational personnel in affected areas trained in psycho-social supportTeachers trained in psychosocial support IndividualEducation PersonnelTotal # of affected teachers/other educational personnel # of affected teachers/other educational personnel trained in pycho-social supportby geographic location ( ie administrative boundary) and school level (primary, secondary, tertiary), sexNoOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/aSee INEE Psychosocial support guidance and implementing materials http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1065 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1104Cluster Partner reporting - 4WsR4 Governance, C3 Protection and services monitoring and coordination, PC5 Children associated with armed forces and armed groups, PG1 Developing Referral Pathway for Survivors, P5 Vulnerability
EducationE-2-05E2.1 CurriculaPercentage of teachers/other educational personnel in affected areas trained in emergency life skillsTeachers trained in Life Skills IndividualEducation PersonnelTotal # of affected teachers/other educational personnel # of affected teachers/other educational personnel trained in emergency life skillsby geographic location ( ie administrative boundary) and school level (primary, secondary, tertiary), sexNoOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/aSee INEE Life Skills and Complementary Education Guidance: http://www.ineesite.org/en/resources/life_skills_and_complementary_education See Life Skills for Adolescents: http://www.ineesite.org/en/resources/life_skills_for_adolescents Cluster Partner reporting - 4WsR4 Governance, C3 Protection and services monitoring and coordination, PC5 Children associated with armed forces and armed groups, PC9 Community-based child protection mechanisms (CBCPM), PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), PM1 Clearance of Mines and other Explosive Remnants of War (ERW), P5 Vulnerability
EducationE-2-06E2.1 CurriculaPercentage of teachers/other educational personnel in affected areas trained in DRRTeachers trained in DRR IndividualEducation PersonnelTotal # of affected teachers/other educational personnel # of affected teachers/other educational personnel trained in DRRby geographic location ( ie administrative boundary) and school level (primary, secondary, tertiary), sexNoOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/aSee INEE DDR Guidance and Implementing Materials http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1054 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1097Cluster Partner reporting - 4WsR4 Governance, C3 Protection and services monitoring and coordination, PC5 Children associated with armed forces and armed groups, PC9 Community-based child protection mechanisms (CBCPM), PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), P5 Vulnerability
EducationE-2-07E2.1 CurriculaPercentage of affected schools/learning spaces with DDR interventionsSchools with DDR interventions FacilitySchools/Learning SpacesTotal number of affected schools/learning spaces Number of affected schools/learning spaces with DDR interventions by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See INEE DDR Guidance and Implmenting Materials http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1055 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1097 MoE, NA Assessment, Cluster Partner Reporting-4WR4 Governance, C3 Protection and services monitoring and coordination, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC9 Community-based child protection mechanisms (CBCPM), PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial)
EducationE-2-08E2.1 CurriculaPercentage of affected schools/learning spaces with peacebuilding programs Schools with peacebuilding programs FacilitySchools/Learning SpacesTotal number of affected schools/learning spaces Number of affected schools/learning spaces with peacebuilding programs by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)NoOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See Peace Education Programme Materials http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1117 See also guidance on Protecting Education in Countries Affected by Conflict - Booklet 6 - Education for Building Peace http://education.humanitarianresponse.info/system/files/documents/files/Cluster%20booklet%206%20-%20Education%20for%20Buidling%20Peace_0.pdf Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, R4 Governance, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial)
EducationE-2-09E2.1 CurriculaPercentage of affected schools/learning spaces promoting health and hygiene including sexual and reproductive health and HIV AIDSSchools with health programs FacilitySchools/Learning SpacesTotal number of affected schools/learning spaces Number of affected schools/learning spaces promoting health and hygiene including sexual and reproductive health and HIV AIDSby geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...See guidance and implmenting materials on on HIV in Education in Emergencies http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1140 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1100 http://toolkit.ineesite.org/toolkit/Toolkit.php?PostID=1060 MoE, NA Assessment, Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, R4 Governance, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC9 Community-based child protection mechanisms (CBCPM), PG1 Developing Referral Pathway for Survivors, PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), P5 Vulnerability, W1.2 Hygiene Practices, W4 Vector Control, W6 Drainage, W7 Aggravating Factors
EducationE-2.10E2.1 CurriculaPercentage of affected s affected schools/learning spaces with active recreational sports education programs for boys and girls Schools/learning spaces with active recreational sports education programs for boys and girls FacilitySchools/Learning SpacesTotal number of affected schools/learning spaces Number of affected schools/learning spaces with active recreational sports education programs for boys and girls by geographic location ( ie administrative boundary) and school type (sex/primary, secondary, tertiary)YesBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...MoE, NA Assessment, Cluster Partner Reporting-4WC3 Protection and services monitoring and coordination, C4.1 Return/ Relocation/ Integration, R4 Governance, PC5 Children associated with armed forces and armed groups, PC6 Child Labour
EducationE-3-1E3.2 Recruitment and SelectionPercentage of affected teachers teaching in affected areaTeachers teaching in affected area IndividualEducation PersonnelTotal # number of affected teachers# of affected teachers teachingby geographic location ( ie administrative boundary) and school level (primary, secondary, tertiary), sexYesOutcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children
EducationE-3-2E3.2 Recruitment and SelectionRatio of affected teachers teaching in affected areaTeacher Ratio in affected area. Knowing the existing ration of female and male teachers could help identify imbalances which could help inform the recruitment and selection process. Note target will depend on pre-crisis data. Please refer to the FODs where available. IndividualEducation Personnel# affected Male Teachers teaching # of affected Female Teachers teachingby geographic location ( ie administrative boundary) and school level (primary, secondary, tertiary), sexYesBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/a1 = gender equality The closer to 0, the more females are under-represented >1 = males are under-representedCluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children
EducationE-3-3E3.2 Recruitment and SelectionNumber of new teachers required for affected areaNumber of new teachers required IndividualEducation Personneln/a# of new teachers required for affected areaGeography( ie. Administrative boundary), sex and school level (ECD/ primary/ secondary/ tertiary/ non formal)YesBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children
EducationE-3-4E3.2 Recruitment and SelectionNumber of new facilitators/volunteers/peer educators recruited for affected areaNumber of other classroom staff recruited IndividualEducation Personneln/a# of new facilitators/volunteers/peer educators recruited for affected areaGeography (ie. Administrative boundary), sex and job title, school level (ECD/ primary/ secondary/ tertiary/ non formal)NoOutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children
EducationE-3-5E3.3 SupervisionNumber and percentage of surveyed active-duty education staff who have signed the adopted code of conductTeachers working to code of practice IndividualEducation PersonnelTotal # of active-duty education staff who have signed the code of conduct# of active-duty education staff surveyedGeography (ie. Administrative boundary), sex and job title, school level (ECD/ primary/ secondary/ tertiary/ non formal)NoBaseline, OutcomeYesChild ProtectionSpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsR2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children, PC9 Community-based child protection mechanisms (CBCPM), PG3 Multi sectoral engagement (health, legal/justice, security, psychosocial), PG6 Prevention Programming
EducationE-3-6E3.3 SupervisionPercentage of affected Ministry of Education Office facilitiesAffected Ministry of Education office facilities are those slightly damaged, moderately damaged, and severely damaged. This indicator should breaks down damaged and/or destroyed shelter by degree of damage. FacilityEducation FacilitiesTotal # of Education Office facilities in affected area# of affected Education Office facilities in affected areaGeography (ie. Administrative boundary), sex and job title, school level (ECD/ primary/ secondary/ tertiary/ non formal)NoBaseline, OutcomeYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsS1.1 Access, R2 Basic Infrastructure Restoration, R3 Capacity Building, R4 Governance, PC3 Sexual violence, PC5 Children associated with armed forces and armed groups, PC6 Child Labour, PC7 Unaccompanied and separated children
EducationE-4-1E4.1 Law and Policy FormulationPercentage of MoE officials at sub-national level in emergency affected areas trained in EiELocal MoE officials trained in EiE IndividualPublic sector employee# of MoE officials in emergency affected areas# of MoE officials at sub-national level in emergency affected areas trained in Education in Emergencies (EIE)Geography location ( ie. Administrative boundary), sex , Level of personnel (management, teacher)NoBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsC3 Protection and services monitoring and coordination, R4 Governance, PC3 Sexual violence, PG6 Prevention Programming, P5 Vulnerability
EducationE-4-2E4.1 Law and Policy FormulationPercentage of MoE officials at sub-national level in emergency affected areas attending trainingLocal MoE officials trained in EiE IndividualPublic sector employee# of MoE officials in emergency affected areas# of MoE officials at sub-national level in emergency affected areas trained in Education in Emergencies (EIE)Geography ( ie administrative boundary), sex , Level of personnel (management, teacher)NoBaseline, Outcome, OutputYesINEESpecific to CountryThere is a differing level of quality of data which can be collected at different phases of the emergency depending on the context, eg the data available and the systems for data collection in place before the crisis, the accessibility of the affected areas, the resources on the ground, etc...n/an/aCluster Partner reporting - 4WsC3 Protection and services monitoring and coordination, R4 Governance, PC3 Sexual violence, PG6 Prevention Programming, P5 Vulnerability