Outcome 1 – Access: Enrolment rates and literacy rate

Indicator Reference Sheet

Name of Key Indicator:
a. Gross enrolment rates (GER) for marginalised groups, per type of education.
b. Net enrolment rates (NER) for marginalised groups, per type of education. (MFS indicators 1a, 1c)
c. Gender parity index (GPI) for marginalised groups, per type of education. (MFS indicators 1b, 1d)
d. Adult literacy rate. (MFS indicator 1e)

Result to Which Indicator Responds:

Improved and equal access to pre-primary, primary and secondary education and literacy, for marginalised groups in the target regions.

Level of Indicator:
Outcome – Access

Description
Definition:
a. Gross enrolment rate (GER) means the total enrolment in a given level of education (see indicator 2.1), regardless of age, expressed
as a percentage of the population in the official age group corresponding to this level (type) of education. The GER can exceed 100% due
to early or late entry and/or grade repetition.

b. Net enrolment rate (NER) means the enrolment of the official age group for a given level (type) of education, expressed as a percent-
age of the population in that age group.

c. Gender parity index measures the relative access of males and females in pre-primary, primary and secondary education. (ratio of girls
to boys. When the number of boys and girls is equal the GPI is 1). The GPI can be calculated for any other indicator (for GER and for
NER). In this program, GPI is calculated for the NER, as ‘number of girls in the official age group of a given level of education divided by
the number of boys in the official age group of a given level of education’.

d. Adult literacy rate means the percentage of population aged 15 years and over who can both read and write with understanding a short
simple statement on his/her everyday life. Generally, ‘literacy’ also encompasses ‘numeracy’, the ability to make simple arithmetic calcu-
lations. (definition of UIS UNESCO 2009).

For types of education – see definitions in indicator 2.1

Types of education used for indicators a, b, c:
- pre-primary
- primary
- secondary

Marginalised groups: If programs of partner organisations include a focus on providing access, there is always a very specific focus on
marginalised groups. The definition of ‘marginalised’ is made explicit by each partner organisation.

Unit of Measure:
a, b and d: Percentages of people. c: ratio of people

Disaggregated by:
a - c: type of education (pre-primary, primary, secondary) and marginalised vs not-marginalised
a, b, d: by gender

Justification/ Explanation:
Not all education programs have a focus on increasing access. Increasingly the focus is shifting toward the quality of education rather
than the quantity (which is related to access). Nevertheless, in some contexts, access is still an issue and some programs do include a
focus on providing access.
In order to do justice to this situation, measurement of access rates (indicators a, b, c) is done in two steps: first at national level. And only
if access is still an issue (NER lower than 90%), than the access indicators are measured at the level of the intervention area where the
program is active (see further: data collection)

The rationale to include indicator d (literacy rate) under the heading of access, is that providing (functional) literacy programs can be seen
as facilitating access to literacy. In practice (see data collection), literacy levels will be measured together with levels of functional literacy
(and use of literacy). This is a combination between the outcome categories access and utilization.

Data collection and aggregation

Data Collection Method & Tools:
a, b, c: In each country, these indicators are available at national level. The most recent indicator from the UNESCO database is used for
this purpose. If the NER primary level is higher than 90%, then it is assumed that access to education is not a focus issue and the na-

Education RFW + IRS - English - FINAL.doc 1

tional level indicators are used for reporting without any further measurement on the level of the intervention areas where the partners
intervene. The NER primary level is used as an overall indicator to determine whether access is an issue.
If the NER primary education is 90% or lower, then indicators a, b and c are measured as small scale surveys as a baseline in 2010 and
in 2013 and 2015. For these surveys (outcome studies), a purposive sample of specific intervention areas is taken. This sample is taken
in such a way that outcome studies of different programs and different indicators can be combined, but also in such a way that the sam-
pled intervention areas are sufficiently representative for the whole program.
In each sampled intervention area, a random sample of households is taken, and in each household survey at least the following aspects
are included, 1) household composition, 2) socio-economic criteria that determine whether a household can be classified as marginalised,
3) enrolment status of all children in the official age categories of the different types of education.
In the analysis and presentation of the results, the indicators are calculated separately for those classified as ‘marginalised’ and for those
classified as ‘not marginalised’.
In 2013 and 2015 (at least) the same areas are included in the sample in order to get insight in changes in these areas.

d. this indicator is also measured through specific studies in 2010, 2013 and 2015. These studies are combined with those of indicator
2.2. A sample of specific intervention areas is taken in each country where this program is implemented. In each sampled intervention
area, a random sample of households is taken and all adults are tested on (perceived and actual) literacy according to an accepted na-
tional method, but aligned with the definition given above.

Data Aggregation Method:

GER, NER and GRI are reported as a range for those countries where national data are used. For those countries where specific studies
are done, direct averages of the sampled intervention areas are taken. This means that aggregation over regions or countries takes place
with an average weighed by number of sampled intervention zones.

Data Quality Issues

Known Data Limitations and Significance:
Problem of reliability: The size of the sample of intervention areas will be small because of financial reasons. As a result of this the de-
gree of representativeness of the sample will likely be small.

Actions Taken or Planned to Address Data Limitations:

The same sample is repeated in 2013 and 2015, so that insight is gained in the increase or decrease of the indicators for those specific
areas, and (hopefully) the contribution of the program to it. It is hoped that this insight will also be helpful for the whole program including
the areas that are not included in the sample.

Internal Data Quality Assessments:

A data quality assessment for this indicator can only assess the analyses and aggregations done. It will not be possible to assess the
quality of the surveys directly.

Plan for Data Analysis, Review & Reporting

Data Analysis:
Data are analysed per partner, per country, per region and overall. In 2013 and 2015 a comparison over time will be made.
A distinction will be made between countries where the indicator is based on national level data, and countries where specific studies are
done at the level of specific intervention areas. The focus will be on the latter since the information is more precise and more directly
linked to the interventions of the program.

Presentation and Reporting of Aggregated and Analysed Data:

Analysed data at the level of each region will be presented annually at the regional partners meeting including relevant analyses as men-
tioned above.

Review of Data:
The annual regional partners meeting where results are discussed will discuss these results and provide necessary follow up with regard
to changes in program policy and focus, intervention areas, target groups.
Data are also reviewed by Woord en Daad program staff and feedback given to each partner. This feedback is also an input for the an-
nual regional meeting.

This Sheet Last Updated On: see top of document

Education RFW + IRS - English - FINAL.doc 2

Proposed Methodology for Measurement of “Access to Education”
Specifically: GER, NER, GPI (of NER) for primary and secondary education
Version: September 2010
Program: Education
Type of Indicator: Outcome (category: Access)

Introduction
This document describes the methodology to measure GER, NER and GPI (of NER) for both primary
education and secondary education, six indicators in total.

Usually these indicators are presented at national level, and based on the Education Management
Information Systems of Education Ministries.

In our case, national level data are not sufficiently related to the size of the actual intervention areas
of partners and their education programs and therefore this methodology is developed to measure
these indicators at a much smaller scale.

Sampling
For each country, first the most recent national level data are obtained. If the NER primary education
is higher than 90%, then access is not considered a problem and the national level indicators are used
(for baseline data as well as for outcome reporting). In this case, the emphasis of the program will
not be on access to education.

For the countries with NER primary education below 90%, the first level of sampling is at the level of
intervention areas. A representative sample of intervention areas has to be chosen. It would be ideal
to measure this indicator in all intervention areas, but for cost efficiency reasons a purposive sample
can be used.

This document describes the methodology for measuring this indicator in one intervention area.
Typically, an intervention area is at the level of a sub-district or district. If the size of the intervention
area is very different, e.g. a province with several millions of people, the sampling schemes have to
be adjusted, or a sub-area has to be selected. Generally, the area from which the (random) sample of
enterprises is taken should be such that it is likely that the influence of the intervention can be de-
termined through a random sample.

Sampling steps if it is possible to develop a gross list of all households in the area

1. Create a gross list of all households in the selected intervention area.

2. Take a random sample of 200 households
3. Administer the questionnaire below to each household
4. For each household that is unavailable, take the next on the list
Sampling steps if it is impossible to develop a gross-list of all households in the area

Education RFW + IRS - English - FINAL.doc 3

 1. Estimate the total number of households in the selected intervention area.
2. Determine x as this total number divided by 200 (e.g. if there are an estimated 1000 house-
holds, then x = 1000 / 200 = 5). Round to the closest integer (no decimals).
3. Take the first digit y of a random number.
4. Find the yth household from any logical starting point and take any xth next household on the
route you follow until you have selected a total of 200 households.
5. Check roughly if you have covered the whole intervention area. E.g. if you have found the
200 households in one village in an intervention area of 25 villages, it indicates you have
made a mistake at step 1.
If this method is also not possible, e.g. for reasons of distance or costs, cluster sampling can be used:
random selection of a number of clusters: small geographic units (e.g. villages, neighbourhoods),
such that for each cluster a complete list of households can be made. All households in the selected
cluster should be included in the sample. The number of randomly selected clusters should be cho-
sen in such a way that the total number of households in the sample reaches 200.
This sampling method can be slightly adapted by taking each second or third household in the cluster
(and thus selecting some more clusters).

If there are good statistical reasons to deviate from this sample size (e.g. a very small intervention
area), this should be explained and justified.

Tool
Before administering the tool in an intervention area, the consultant and the partner have to find
one or two easy-to-see, locally defined characteristics to determine if a household can be classified
as marginalized.

In order to calculate GER and NER, the official ages for primary / secondary education are used. The
UNESCO global education database statistics are used for this purpose.

A survey format is developed on which the data for each household can be entered, see below.

Education RFW + IRS - English - FINAL.doc 4

Survey to measure GER, NER, GPI
Name of area
Country Burkina Faso
Name of consultant
Date

Criteria for marginality

1. AND / OR
2.

Primary school age: 7 till 13

Secondary school age: 13 till 20

Number of boys in

Number of boys in

boys in secondary

boys in secondary
Number of girls in

Number of girls in
secondary school

secondary school

girls in secondary

girls in secondary
Number of these

Number of these

Number of these

Number of these
Number of other

Number of other

Number of other

Number of other
boys in primary

boys in primary
Primary school

Primary school

girls in primary

girls in primary
school

school

school

school

school

school

school

school
Margina-
age

age

age

age
Household name lized Reason

(form shortened, goes on to include 200 (+) households.

Reporting
The tool in excel contains a summary format (see below) that automatically calculates GER, NER and
GPI disaggregated according to type of education, marginality and gender.

Education RFW + IRS - English - FINAL.doc 5

Summary report for the intervention area
Area 0
Country Burkina Faso
Date 0

Primary Education
GER Boys Girls Total
Marginalized n.a. n.a. n.a.
Not marginalized n.a. n.a. n.a.
Total n.a. n.a. n.a.

NER Boys Girls Total

Marginalized n.a. n.a. n.a.
Not marginalized n.a. n.a. n.a.
Total n.a. n.a. n.a.

GPI
Marginalized n.a.
Not marginalized n.a.
Total n.a.

Secondary Education
GER Boys Girls Total
Marginalized n.a. n.a. n.a.
Not marginalized n.a. n.a. n.a.
Total n.a. n.a. n.a.

NER Boys Girls Total

Marginalized n.a. n.a. n.a.
Not marginalized n.a. n.a. n.a.
Total n.a. n.a. n.a.

GPI
Marginalized n.a.
Not marginalized n.a.
Total n.a.

For each intervention area where this methodology is used, a brief report should be made which
should include the following:

- Brief introduction, general data about intervention area, names, numbers of villages, general
geographical, social, ethnic, economical or other information.
- Methodology; explanation of the sampling procedures, data collection and analysis. This sec-
tion should also mention challenges and problems that may have influenced the quality of
the data collection.

Education RFW + IRS - English - FINAL.doc 6

 - Findings and analyses, presenting the distribution of the different types of enterprises, the
overall percentage of enterprises with sufficient access to resources, and relevant analyses of
which types of resources are mentioned, the weighing attached to the different resources
and differences in access to different types of resources.
The raw data always have to be submitted in Excel format.

Education RFW + IRS - English - FINAL.doc 7