BED 2.1.1 Teachers and/or education personnel capacity building

Teachers, headmasters, educational personnel (e.g. educational authorities, instructors, parent school council etc.) engaged at different levels of the general and basic education system or in alternative non-formal education. It may also include trainers/teachers or authorities in vocational skills development.
 
Trainings can be conducted by formal training institutions (e.g. Ministry of Education) or by other formal or non-formal entities (e.g. NGOs, private sector etc.); they can be pre- or in-service trainings, continuing education or other capacity building efforts that contribute to strengthening capacities and skills of educational stakeholders to provide quality education and teaching.
 
Successfully completed: Each training programme must define what is considered "successfully completed", this could be based on a final test, a minimum requirement of attendance, or other means to verify the successful completion of the training.  

• Gender

• Formal Education or Alternative Education

Number of teachers or educational personnel that participated from any training and capacity building supported by Helvetas.

The course facilitator/trainer should record attendance every session to keep records of attendance and dropouts. This information can be used for monitoring the quality of the training itself.

For the indicator, the course facilitator/trainer must register the number of participants who successfully complete the training (based on a final test, a minimum requirement of attendance, or other means to verify the successful completion of the training), together with key information such as gender, type of programme, and whether the participant had completed other trainings (to account for double counting).  

Data should be collected continuously throughout the project or whenever significant activities are completed by the implementing partner/training instructors.

The course facilitator/trainer should record attendance every session to keep records of attendance and dropouts. This information can be used for monitoring the quality of the training itself.

For the indicator, the course facilitator/trainer must register the number of participants who successfully complete the training (based on a final test, a minimum requirement of attendance, or other means to verify the successful completion of the training), together with key information such as gender, type of programme, and whether the participant had completed other trainings (to account for double counting).  

The downside of this output indicator is that it doesn’t let us track the expected results of the training, like improvements in classroom learning processes and better learning outcomes. While this information might still be challenging to capture within our M&E system, we should make a reasonable effort to observe these areas as part of the project’s theory of change and evaluation plan.

SDC:
EDU_ARI_2 Number of teachers or educational personnel trained
 
USAID:
ES.1-12 Number of education administrators and officials who complete professional development activities with USG assistance

• SJI 2.5 Number of children, youth and adults who completed a basic education programme (formal and non-formal)

• 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 2.1.2 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