BED 2.1.2 People who participated in a basic education

Pupils (children, youth, and adults) which are considered new are those that did not attend basic formal or non-formal education the previous year. This means that the person has enrolled in basic education school for the first time, or after at least one year absence.

Participated: Refers to the active engagement of pupils in the educational program, where they are enrolled and attend classes or sessions for a minimum required period. Participation can be considered valid if the pupil has attended at least 75%[1] of the scheduled sessions or classes during the reporting period. This definition ensures that the pupils are not just registered but are actively involved in the learning process. 

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 programmes such as Second Chance, Bridge, and Gap Programs. Also include persons who attended literacy and/or numeracy training as part of vocational education/training or other programs.
 
Formal Education: Formal education refers to a structured and systematic form of learning that takes place in institutional settings. It is characterized by its intentional, planned, and organized nature, typically overseen by public organizations, or recognized private bodies.
 
Alternative Education: Alternative 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. Alternative 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 migrants.
 
Only count the pupils that have not been counted before to avoid that they will be counted several times during their stay at school (first year counts all pupils, second, third and fourth year only the newcomers/first class).

[1] The 75% attendance threshold is a common standard in many educational contexts because it typically reflects a meaningful level of participation in the learning process. It's important to consider the specific circumstances of the project and the needs of the participants when determining the appropriate level of attendance to define "participation." Flexibility and context-specific adjustments may be necessary, especially in humanitarian settings.

BED 221

• Gender

• Age

• (if possible): Left behind/vulnerable population group

• Formal or Alternative

Individuals (children, young and adult) that participated in HELVETAS' supported basic education programs.

Project or school records/documents (e.g., enrolment and/or attendance lists). Reports from headmasters/mistresses

National government’s records if government is implementer.

Data should be collected continuously throughout the project or whenever significant activities are completed.

It is the school that is responsible for tracking student attendance. Project manager or a designated data responsible, contacts the schools to get the data and reports to head office and other donors.

At the beginning of the project, establish an agreement with the headmaster or principal to regularly share participation records. This ensures they are prepared when you request this information.

After the program or term is finished, contact the school directly. You can do this via phone, email, or by visiting the school in person. Ask for a copy of the records showing the number of new students who enrolled in and participated in the basic formal or non-formal education programme.

If the school is unable to provide complete records or if you need further verification, reach out to the local education authorities. Request any reports or documents that track student participation rates in the programs.

In projects where a digital learning management system is in place, the number of pupils can be automatically extracted from the database.

It’s important to gather these records shortly after the educational program ends. Depending on the program's structure, you may need to collect this data at the end of the semester, bi-annually, or annually. Regularly scheduled data collection ensures accuracy and consistency.

SDC
EDU_ARI_1: Number of people benefiting from primary, secondary education or continuing and alternative non-formal basic education and learning opportunities including education in emergencies

USAID:
ES.1-4 Number of learners in primary schools or equivalent non-school based settings reached with USG education assistance
ES.1-4 Number of learners in secondary schools or equivalent non-school based settings reached with USG education assistance
 
EU OPSYS core indicator:
Number of students enrolled in education with EU support: (a) primary education (b) secondary school (c) tertiary school (GERF 2.36a/b/c/ EURF 2.7a/b/c)

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

• 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