| Indicator ID | M6 |
|---|---|
| Indicator full statement | # of learning spaces supported to improve learning opportunities for children and youth. |
Purpose
| Importance | This indicator aims to indicate the number of learning spaces that have been created, supported, or managed by Tdh or partners supported by Tdh. |
|---|---|
| ToC pathway | ToC pathway 3 – Social inclusion and CYM empowerment. |
| Related services | Catalogue of services: education informal, e-learning. |
Definition
Learning spaces: Learning spaces should be reported as classroom units (or equivalent) where possible. Minimum standards for safe learning to be defined based on the context and any agreed minimum standards with coordination structures and/or relevant authorities, reflecting INEE minimum standards. Actions should ensure that design and implementation of learning spaces are gender and age responsive in line with the EU Gender-Age Marker for humanitarian action (ECHO definition).
It can include: Resilience Innovative Facilities (RIF), Vocational Education Training (VET), Temporary Learning Spaces (TLS), Non-Formal Education (NFE) Centres, Digital Learning Centres (DLC) or Child Friendly Spaces (CFS).
How to collect & analyse the data
| What do we count? | Tdh count entities. |
|---|---|
| How to calculate the indicator's value | This is the sum of all active (i.e which welcome CYM) learning spaces managed by Tdh or local partners supported by Tdh within Tdh projects, recorded over the year from 1st of January to 31st of December. |
| Data sources | Activity report, Project data. |
| Data collection methods and tools | Secondary data review. This indicator is to be collected at project level. |
| Disaggregation |
Limitations and precautions
Learning spaces include a wide range of different spaces; the figure alone does not indicate what is behind it. Please, provide qualitative insights on added value of Tdh participation in those learning spaces.
Provide qualitative insights on added value of Tdh participation in those networks.
What further analysis are we interested in?
How sustainable these learning spaces are? To what extent are they owned / coordinated by communities?
Do what extend to they respect INEE minimum standards?
Connection with indicator X, X and feedback by children
Have these learning spaces been set up in context of emergency?