SJI 2.5 People completed a basic education programme

Basic Education: Basic education comprises primary education (the first stage of basic education) and lower-secondary education (the second stage). It also encompasses a wide variety of public and private initiatives designed to meet the basic learning needs of persons of all ages, including programs such as Second Chance, Bridge, and catch-up Programs.

Formal Education: Formal education refers to a structured and systematic form of learning that takes place in institutional settings such as schools, colleges, or universities. It is characterized by its intentional, planned, and organized nature, typically overseen by public organizations or recognized private bodies.

Non-Formal Education: Non-formal education refers to organized educational activities that occur outside the formal school system. While it is intentional and planned by an education provider, it is generally more flexible and less structured than formal education. Non-formal education often includes short courses, workshops, and seminars, and it aims to complement or provide an alternative to formal education. Examples include Second Chance, Bridge, or Catch-up Programs, as well as basic education in emergencies and alternative learning spaces for persons on the move.

Completed a basic education programme: Refers to those that have graduated from the last grade of either primary, lower-secondary or non-formal schools. Graduated means that the students have attended most/all the required coursework and passed the tests/exams (if relevant) in their program. If no such requirements are posed by the educational provider, then a minimum required attendance should be decided considering the specific context.     

BED 222 and BED 223

• Gender 

• Age  

• Left behind/vulnerable population group  

• Formal/Alternative education

Individuals completing the cursus in any formal or alternative basic education in a school or institution supported by Helvetas, including primary stakeholders from education in emergencies interventions.

As soon as the learners achieve the learning cycle of the program, it counts both those newly enrolled in formal or alternative education and learning opportunities as well as those already enrolled and benefiting from activities linked to educational quality, governance, improvement of school environment, school construction or rehabilitation.

Records on completion rates provided by the school headmaster/mistress, implementing partner, or local government.

Data should be collected shortly after the school year is finished (end of semester, bi-annually or annually).

After the program is finished, reach out to the school or local education authorities to collect the necessary records. Here’s how you can do it:

Contact the School: Speak directly with the school headmaster or mistress. You can call, send an email, or visit the school in person. Request a copy of the records showing how many students completed the program. This should have been agreed with the headmaster at the beginning of the project so that it does not come as a surprise to the headmaster.  

Contact Local Education Authorities: If the school doesn’t have the records or you need additional information, contact the local education office. You can do this by phone, email, or by visiting their office. Ask for any reports they have on student completion rates for the program.

In set-up where a digital learning management system is in place, this can be automatically extracted from the database.

Timing: It’s important to collect these records shortly after the program ends. This could be at the end of the semester, every six months, or once a year, depending on how the program is structured.

Challenge: Ensuring accurate and comprehensive data collection from schools and local authorities.

Approach: Agree on the format and timing of the record at the beginning of the programme. Standardize data collection methods and provide training to school staff on accurate record-keeping.

SDC

EDU_TRI_2 Average primary/secondary education completion rate

• SJI 2.6 Number and proportion of students that transitioned to TVET/formal school/work after completing Second Chance/Bridge/Catch up programmes or formal school

• BED 2.1.1 Number of teachers and/or education personnel who successfully completed a training programme

• BED 2.1.2 Number of new pupils who participated in a basic education programme (formal and alternative)

• BED 2.1.3 Number of supported civil society, public or private actors who strengthen basic education

• BED 2.1.4 Number of initiatives established or supported to strengthen policies, laws, regulations and curricula in the field of basic education