Access to formal & non formal education

Indicator ID	M5
Indicator full statement	# of CYM (disaggregated by age and gender) who accessed formal or non-formal education (thanks to Tdh project), including in emergency contexts.

Importance	This indicator aims to measure the number of children who participate in education activities following (re) enrolment with Tdh support, whether in formal schools or other learning spaces.
ToC pathway	ToC pathway 3 – Social inclusion and CYM empowerment.
Related services	Catalogue of services: education informal, e-learning.

Access: are enrolled or re-enrolled through Tdh or partners support and participate in an education curriculum
Formal education: accredited by the national education system.
Non-formal education: usually not accredited by the national education system (ex: Vocational Education Training (VET), Temporary Learning Spaces (TLS), Non-Formal Education (NFE) Centres, Digital Learning Centres (DLC) or Child Friendly Spaces (CFS), catch-up programmes, language support classes.

What do we count?	Tdh count individuals.
How to calculate the indicator's value	This is the sum of children who newly accessed education thanks to Tdh activity. To collect the required information, use the target institutions (mentioned below)’ registers or education authorities' data on enrolment.
Data sources	School - non formal facilities registers, school monitoring visit report.
Data collection methods and tools	Secondary data review.
Disaggregation	This indicator is to be collected at project level. Please, disaggregate data by Gender, age, disability. Mobility status: 1) international migrants, refugees, asylum seekers, 2) IDP and internal Migrants, 3) Returnees, children from host communities.sex, status (IDP, migrant, refugee). Level of education (primary, lower secondary, upper secondary).

Tdh counts here the children who have returned to school thanks to the intervention of Tdh and the children who take part in training sessions (in learning spaces, RIF, etc.), thanks to Tdh. Please note that we do not count all children who go to school!
Reintegration into formal education is the goal of a learning space, and transition to formal schooling should be measured in addition to enrolment into the learning space.

As per intervention strategy, Tdh aims to strengthen is rights-based approach and document here access to right to education for CYM (CRC art.28 and 29).
What kind of discrimination CYM face compared to other children?
Do they manage to get certification after their enrolment? Is there a high drop-out rate?
Have these education activities been set up in context of emergency?

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