This case study explores how the PRP was able to make a shift to (1) identify and track data linked to the theory of change (TOC), (2) create a data review process for quality improvement decision making, and (3) build capacity among stakeholders to review data so that they could make course corrections and program implementation decisions.

Understanding what quality means varies between countries. Different education actors and organizations also have their own definitions. However, most tend to agree on three broad principles: the need for relevance, for equity of access and outcome, and for proper observance of individual rights.

El concepto 'calidad' tiene un significado diferente según los diversos países. No obstante, en su mayoría, se tiende a estar de acuerdo en tres principios generales: la necesidad de la relevancia, de la equidad de acceso y resultados y de un cumplimiento adecuado de los derechos individuales.

Tous les pays n’ont pas la même conception de ce que signifie la qualité. Les différents acteurs de l’éducation et organisations ont aussi leur propre définition. Pourtant, ils s’accordent souvent sur trois grands principes : le besoin de pertinence, d’équité sur le plan de l’accès et des résultats, ainsi que d’un véritable respect des droits individuels.

This article uses exploratory multiple case study methodology, drawing from implementation and qualitative data from 3 interventions: a mobile phone-based intervention promoting nurturing care among Rohingya and crisis-affected host communities in Bangladesh; Reach Up amid acute violence and displacement in Northeast Syria; and Reach Up group sessions and home visits integrated with health services for an indigenous population in Venezuela.

This case study presents the work of a project that was successful in gathering and using data for program improvement in a challenging context: the Every Adolescent Girl Empowered and Resilient (EAGER) project in Sierra Leone.

This toolkit enables partners to build or strengthen monitoring systems; collect robust data and analyze and report on the impacts of attacks; harmonize definitions; and develop more effective attack prevention and mitigation plans.

El Paquete se elaboró a partir del trabajo realizado por GCPEA y otros socios para medir con mayor precisión la magnitud y el impacto de los ataques a la educación y abordar las falencias con respecto al monitoreo y la comunicación de estos hechos.

Le Kit s'appuie sur les efforts de la GCPEA et de ses partenaires pour mieux mesurer la portée et l'impact des attaques contre l'éducation et vise à combler les lacunes en matière de suivi et de signalement.

Three in four countries have submitted benchmarks, or national targets, to be achieved by 2025 and 2030 for at least some of seven SDG 4 indicators: early childhood education attendance, out-of-school rates, completion rates, gender gaps in completion rates, minimum proficiency rates in reading and mathematics, trained teachers and public education expenditure. This report provides the first annual snapshot of country progress towards these national targets.