Quality Measurement

Introduction

• Quality indicators look at whether crisis-affected children have the teaching and learning resources to acquire the knowledge and skills and intended learning outcomes.

  • Education resources: Availability of qualified and trained teachers, adequate instructional time, appropriate class sizes, learning materials, and infrastructure (e.g., desks).
    
  • Learning outcomes: The extent to which children gain foundational skills, such as reaching minimum proficiency levels in reading and mathematics at relevant grade level.

  A] Teachers and resources

  • Percent of qualified/trained teachers
    
  • Student-teacher Ratio
    
  • Student-desk Ratio
    
  • Average instructional time per week
    
  • Percent of children and youth benefiting from appropriate learning materials 

  
  

  These indicators tell us: Teachers and resources indicators measure whether learners have adequate teachers, time, space, and materials to learn — focusing on teacher availability & training, classroom conditions, instructional time, and access to learning materials.
  

  B] Learning Outcomes

  • Children and young people achieving at least a minimum proficiency level in reading and mathematics.
    

  The indicators tell us: Learning outcome indicators measure whether children are actually acquiring foundational skills — specifically, the proportion reaching minimum proficiency in reading and mathematics.

  
  

  Why does it matter?

  Resources without achievement = children have teachers/materials but do not learn. Achievement without resources = learning gains are not sustainable or scalable.

  Together, quality indicators provide a complete picture of:

  • Inputs (what resources are available for teaching and learning)
    
  • Outcomes (what children actually learn)